According to Mark Warschauer, CALL has been using recently and it has become so widespread in education. It focuses technical description of hardware and software, and pedagogical questions.
Phases of CALL
- 1. Behaviorist CALL
Behaviorist CALL is the first phase of the CALL. Programs of this phase can be
referred to as “drill and practice”. Drill and practice courseware is based on the model of computer as tutor (Taylor, 1980). That is to say, computer is a vehicle which enables instructional materials to the student. Behaviorist CALL has been undermining by two important factors since 1980s. First, behavioristic approach to language learning was rejected and the other was the introduction of microcomputer which enable new range of possibilities.
- 2. Communicative CALL
Communicative CALL is based on communicative approach to teaching. It states that behaviorist call is not enough to make communication effectively. According to Underwood, communicative CALL:
- focuses more on using forms rather than on the forms themselves;
- teaches grammar implicitly rather than explicitly;
- allows and encourages students to generate original utterances rather than just manipulate prefabricated language;
- does not judge and evaluate everything the students nor reward them with congratulatory messages, lights, or bells;
- avoids telling students they are wrong and is flexible to a variety of student responses;
- uses the target language exclusively and creates an environment in which using the target language feels natural, both on and off the screen; and
- will never try to do anything that a book can do just as well.
In addition to computer as tutor, another CALL model used for communicative activities involves the computer as stimulus (Taylor & Perez 1989:63).
Computer as tool is the third model. Here, the model doesn’t make any materials for students, however it power the usage of language. It involves spelling and grammar checkers, desk-top publishing programs, and concordances.
Computer Assisted Language Learning 