Name: Heba Medhat Ibraheem Rasheed

Professor: Tasneem Al-Naimi

ID: 0123312

Do you want to learn easily? Do you want to learn when you are at home? Do

you want to learn by using your smart phone? Do you ever heard of the term

CALL?

Here comes the answers in details.

As technology entered our world in a short time, and it became part of our

everyday life.

We as foreign language learners, computers and smart phones with the

internet help us a lot to communicate with other learners from the whole

world. They make the learning process easier and faster than before.

As Dhaif (1989) claims; computers can never replace the 'live' teacher,

especially in language teaching, where the emphasis is on mutual

communication between people. It can just play a role in teaching the second

or foreign language as an aid to the teacher.

What do we mean by CALL?

The abbreviation CALL stands for Computer Assisted Language Learning. It is

a term
used by teachers and students to describe the use of computers as part of a

language

course. (Hardisty & Windeatt, 1989). It is traditionally described as a mean

of 'presenting, reinforcing and testing' particular language items. First the

learner presented with a rule in addition to examples, then he/she needs to

answer some questions that are related to the rule that he/she took, and

finally the computer or the tool gives his/her a feedback about his/her

answer (Gndz, 2005).

Some people see that computers and tech tools are flexible classroom aid for

teachers and learners even inside the classroom or outside it, and they can

use it for different purposes in different ways (Jones & Fortescue, 1987).

Computers have been used for language teaching for more than three

decades. According to (Warschauer & Healey, 1998) the history of CALL can

be divided into three stages:

1- Behavioristic CALL

2- Communicative CALL

3- Integrative CALL

As everything else in the world, CALL has advantages and disadvantages.

The advantages:

-The students feel free even if they make mistakes; because when he/she

uses a tech tool they use it behind the screen so they feel free and with no

shame.

-It makes the learning process easier, faster, and cheaper.

-It improves different language skills such as: (Reading, writing, listening,

and speaking).

-The tools are available to everyone, with different levels.

-Students can use the tools outside the class room as well as inside it.

- Variety in the resources and learning styles that are available.

-You can learn using games, songs, and more fun things that are attractive.

Disadvantages:

-Not all the applications are free.

-As a learner you cannot make discussions.

-The tools cannot answer all your questions.

-If you cannot use technology, it will be hard for you to benefit from it.

-Not all the materials that the teacher wants are available.

(Gndz, 2005)
One of the new CALL or Tech Tools used nowadays after a research through

the internet was a new software/application and it is called FLuentU.

The software of course is not free, but they give you the chance to try it for

free for 15 days as a trail period.

After trying the software for a few days and trying some of the languages

available in the trial version, I found that the way it introduces the new

language to be learned is a very attractive and seductive way which

according to my experience is a successful way.

FluentU is an application that helps learners to learn a new language by

watching a video that he/she chooses; I think that this is a very helpful and

useful way of learning; because I used to use this way to learn English.

The idea of FluentU is a giant database of translated and subtitled YouTube

videos in 7 different languages coupled with an intelligent learning

system that allows you to learn the video content in a good way.

FluentU can improve your reading skill by reading the subtitles inside the

videos, it also improves the listening skill by listening to different videos and

pay much attention to what they are talking in the video, and as a result it

will improve learners pronunciation and encourage them to speak correctly.

What FluentU adds as well, is the option to learn new languages through

games; which in my opinion is a great idea and way of learning. As a

research conducted in 2003 by the language acquisition experts, Asian EFL

Journal. The research considered the effectiveness of game-based education

methods on students when learning a new language. The students

commented that they enjoyed the relaxed atmosphere the games provided,

as well as the competitiveness and motivation that games brought to the

learning environment.

There is an old Chinese proverb that describes the beauty of learning

languages through games,it says: Tell me, and I will forget. Show me, and I

may remember. Involve me, and I will understand.

FluentU's methods are extremely helpful for learners from absolute

beginners up to upper intermediates. If you are at a more advance level of

learning you might not find the site's features as useful.

The biggest FluentU's Shortcoming is after a small time of trying it I found

that there is absolutely no speaking practice. This prevents FluentU from

being an all-end for learning a language.

Also, even though you have to type in words for vocabulary flashcards, the

writing practice is pretty scant as well. The site excels at giving you input but

you are not required to produce much output.

I think FluentU is a great tool to be used to learn a new language. It works

great when you use it alongside a course, lesson, or regular language

practice. It will expose you to new words and strengthen your grammar and
vocabulary, but ultimately you will need to practice speaking a language to

become fluent.

At the end, I think FluentU is a good tool to use; because it does not only for

learning one language, it includes 6 languages in addition to English.

I believe in the idea of integrate CALL with other subjects or disciplines in the

curriculum. CALL must not be isolated from the rest of the curriculum, using

CALL during the curriculum will make it more integrative and attractive.

Choosing the appropriate tools for learners that fit their levels, needs, and

interest is important and difficult at the same way.

CALL has important potential for English language teaching if used properly

with clear educational objectives. CALL can interest and motivate learners of

English.

CALL can increase information access to the learner, provide flexibility to

instruction and thereby better serve the individual's learning pace, cognitive,

style, and learning strategies. CALL allows learners to control their own

learning process and progress.

Using effective and suitable software applications, CALL can provide

communicative meaningful language learning environments. Good quality

and well-designed.
CALL software can offer a balance of controlled practice and free

communicative expression to the learners, including immediate feedback. In

the future, with the advance of computer technologies, it is expected that

CALL will be able to absorb some teaching functions. However, despite

greater user-friendliness, and effectiveness, CALL will never replace the

teacher. Like other new technologies, CALL is not a magic solution to

language teaching. The effectiveness of CALL relies on how CALL is utilized

to meet language learning goals for individualized learners in specific

educational settings.

According to (Higgins, 1995), the value of CALL is that it allows a richer form

of language exploration and play than has ever possible before. The use of

computers is compatible with a variety of approaches, methods and

techniques of learning and teaching. (Jones & Fortescue, 1987) warn that the

computer is a resource and not a programmed-learning machine.

References
Gndz, Nazl. Journal of Language and Linguistic Studies Vol 1.No 2 (2005):

n. pag. Print.

Warschauer, Mark, and Deborah Healey. Computers And Language Learning.

1st ed. Cambridge: Cambridge University Press, 1998. Print.

Dhaif. Can Computers Teach Languages?. 1st ed. 1989. Print.

Hardisty, David, and Scott Windeatt. CALL. 1st ed. Oxford [u.a.]: Oxford Univ.

Press, 1998. Print.

Higgins, John. Computers And English Language Learning. 1st ed. Oxford:

Intellect, 1995. Print.

Jones, Christopher, and Sue Fortescue. Using Computers In The Language

Classroom. 1st ed. London, New York: Longman, 1988. Print.