4. ELT-2 History of Call.

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In this blog I'm writing about history of Call and Mall. Here I am going to wrote about Education and Technology we know that the Covid - 19 has hanged the view of education around the world. We can see that the role of technology in education is continuously expanding from projecters to smart boards and enabling better interaction between teachers and students in the classroom.  

Computer Assisted Language Learning (CALL) is the general term for the range of processes and activities that employ computers in the teaching and learning of a new language. In the history of CALL we can see the confluence of the latest technology as well as the most widely accepted language theories of the day.

The history of CALL is often divided into three phases: Structural CALL, Communicative CALL, Integrative CALLS Starting in the ’50s and developing through the ’70s, we have what’s called Structural/Behaviorist CALL by Wa Every day we see that various aspects of technology becoming an inherents part of the educational experience for students, teachers, parents, and managements. So, here I am going write about My academic blog. This was my thinking Activity is given by my professor Dr. Dilip barad sir from Department of English Bhavnagar University. Here for our professor blogspot click here. 

What is History of Call?

This marked the era of Stimulus and Response. The computer prompts the student with a question (stimulus) and the student gives an answer (response) by filling in the blanks or choosing from a given set of choices. The methods du jour were the Grammar-Translation and Audiolingual methods. Language was seen as made up of discrete units, and these units were considered to be closely interconnected and interacting according to a predictable and explainable set of rules (grammar). Teachers taught the different rules of grammar and repetitively drilled their classes on different ways the rules can be correctly applied. CALL's origins can be traced back to the 1960s. Up until the late 1970s CALL projects were confined mainly to universities, where computer programs were developed on large mainframe computers.Traditional CALL programs presented a stimulus to which the learner had to provide a response. In early CALL programs the stimulus was in the form of text presented on screen, and the only way in which the learner could respond was by entering an answer at the keyboard.

 Some programs were very imaginative in the way text was presented, making use of colour to highlight grammatical features (e.g. gender in French and case endings in German) and movement to illustrate points of syntax (e.g. position of adjectives in French and subordinate clause word order in German). Discrete error analysis and feedback were a common feature of traditional CALL, and the more sophisticated programs would attempt to analyse the learner's response, pinpoint errors, and branch to help and remedial activities. Computers at this stage were mainly utilized as devices that could present stimuli repetitively in exactly the same manner without ever getting tired. An example of this are the “listen-and-repeat” programs running in language labs at that time. In the ’80s and ’90s came Communicative CALL. The Communicative Approach to language teaching came into being as a reaction to the Grammar-Translation and Audiolingual methods. This time, instead of teaching the language—its rules, syntax, phonemes and morphemes—teachers found ways to provide opportunities for students to actually use the language. They gave students tasks that can only be completed by using language. 

What is Mobile learning?

Mobile learning is undergoing rapid evolution. Early generations of mobile learning projects tended to propose formally-designed activities, carefully crafted by educators and technologists, and using emerging technologies that were not yet widely accessible well understood. Current, widespread ownership of mobile and wireless devices means that learners are increasingly in a position to take the lead and engage in activities motivated by their personal needs and circumstances of use, including those arising from greater mobility and travel. 

Computer programs were designed to gauge comprehension with drills like paced reading and sentence reconstruction. And developments in computer technology didn’t just affect the “testing” part of CALL. It really made teaching language more vivid. For example, the continued development in computer capabilities has resulted into crisper audio and video. So in addition to the drill formats, students can learn by watching videos of how native speakers actually interact. They can see how language is used in different situations, like in meeting a new person or asking for directions. Computers have given language learners a more vivid idea of what language is beyond the subject-verb agreements and the endless list of vocabulary words to be memorized. 

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