Computer Assisted Language Learning and English Language Teaching in Thailand
Attapol Khamkhin
The Development of Computer Assisted Language Learning (CALL)
👉 The emergence of CALL can trace back to the mid 1950s when technology began to be integrated into language instruction. The term computer-assisted language learning (CALL) came from computer-assisted language instruction or CALI, reflecting its origins as a subset of the general term computer-assisted instruction or CAI.
👉 The term CALI seemed to imply a focus on a teacher-centered approach, whereas language teachers are more inclined to prefer a student-centered approach. CALI, therefore, began to be replaced by CALL which focuses on learning rather than instruction.
👉 As for the development of CALL, Warschauer & Healey (1998) suggest that CALL can be generally categorized based on three teaching methodologies dominant in ELT: behavioristic CALL, communicative CALL, and integrative CALL.
1. Behavioristic CALL
- Behavioristic CALL was introduced in the 1950s and implemented in the 1960s when the audio-lingual method was widely used in language instruction.
- Most of CALL programs in this phase entailed repetitive language drills-and-practice activities.
2. Communicative CALL
- Communicative CALL emerged in the late 1970s and early 1980s.
- Based on communicative approach, the focus of CALL in this phase is placed on using the language or functions rather than analysis of language forms.
- The software provides students with language skill practice, but not in a drill format like in the first phase.
- Computers provide context for students to use the language, therefore, grammar is taught implicitly rather than explicitly, allowing students create originality and flexibility in their output of the language.
3. Integrative CALL
- Integrative CALL started in the 1990s.
- It was developed in an effort to address some criticisms of the communicative approach by both integrating the teaching of four language skills into tasks to provide direction and coherence and the development of multimedia technology.
- CALL allows for a combination of sound, graphics, text, and video presented in one computerized program together with computer-mediated communication or CMC, and further facilitates efforts to teach the four macro skill including listening, speaking, reading and writing.
- The computer serves as tool, in which the computer does not provide learning material, but empowers users to actually use language.
Advantages and Disadvantages of CALL in Language Learning
👍 Advantages
- Support in language learning provides students with the authenticity of the input.
- Allows learners to receive input, to use feedback to monitor their language, and to produce output that becomes input for other learners.
- Provide learners with the kinds of information and support that they require to complete individual tasks and to respond to the diversity of learner needs even within a single classroom structure.
- Promote autonomous learning. Leaeners can choose and determine their own level, pace, and time of language practice and development.
👎 Disadvantages
- The presentation or authentic input might not be easily comprehended by low proficient learners or even relatively more proficient learners, without additional help from teachers.
- Teachers and learners need to be trained with, at least, basic technology knowledge and familiarity.
- CALL might not be fully affordable and available to all institutions because of the relatively high cost of appropriate computer technology and efficient network system in class.
Educational CALL Programs and ELT in Thailand
In response to the rise of the Internet, the Thai government has put a great effort to improve the quality of English language teaching in several aspects. Common educational CALL programs used in the Thai context include:
💚 Tutorial programs
- Tutorial programs are responsible for collecting, presenting and guiding information, teaching rules, as well as teaching problem-solving techniques to students.
- Students can learn content through questions. When the students answer, they receive immediate feedback.
💚 Drill and Practice
- Drill and Practice is to review the content background knowledge, and to assist students to master their language skills such as reading, listening, etc.
- Providing stimulus, receiving active response from the students, and giving immediate feedback are core steps of this program.
- The questions will be repeated many times, as well as an explanation on why the answer is correct or incorrect is available.
💚 Demonstration
- Demonstration teaching and learning through computer based instruction is very helpful with self directed learning.
- Students will be encouraged to learn by themselves.
- Students will gain more experience in meaningful contexts.
💚 Simulation
- It is used, aiming to raise students’ critical thinking, discussion skills and writing abilities.
- By using real life situations in order to make the learning context more realistic, students are challenged to solve problems, which are mostly entertaining and educational.
💚 Games
- Provide a rich learning and teaching environment.
- Students are able to gain knowledge about rules, processes as well as other skills from the games.
- Games sometime are called entertaining games or edutainment.
💚 Testing
- Testing is a tool for assessment and a method to determine what students know and do not know.
- Testing is used for helping students feel independent as the test format and structure are less formal than the traditional one.
Studies on CALL in the Thai Context
Maneekul (1996) tried to determine the effects of normal instruction supplemented by the computer-assisted instruction program. The study showed that that normal instruction supplemented by CALL improved achievement and attitude scores. Similar to Intratat’s (2007) study, her study focused the importance of using CALL in classroom practice. The results reflected that the participants appreciated most the advantages of using CALL materials, particularly freedom in studying.
CALL on improving Thai students’ reading skill
📌Phongnapharuk’s (2007) study investigated the relationship between students’ English reading comprehension and summary writing ability and self-directed learning before and after being taught through the metacognitive strategies via computer-assisted language learning. The findings revealed that the students’ English reading comprehension, the summary writing ability and self-directed learning were increased at good level after being taught through the metacognitive strategies via computer-assisted language learning.
📌Thongtua (2008) developed CALL reading comprehension program, achievement tests and attitude questionnaires. The results revealed that the students studying the CALL program had significantly highly achievement than those who studied the hard copies or supplementary textbooks.
📌Torut & Torut (2002), they designed and developed a multimedia CALL material for graduate students. The results indicated the students learning through multimedia CALL program and textbook outperformed those learning through a textbook alone in the final reading comprehension test. Moreover, positive opinion on the use of multimedia CALL software was found.
📌Banditvilai (2000) discovered that learners increased their motivation when they used the Internet as an integral part of reading courses, enabling them to develop reading skills and enriching vocabulary.
CALL on improving Thai students’ pronunciation and speaking skills
📌Yangklang (2006) used a CALL program to investigate the improvement of English pronunciation. The result indicated that pronunciation abilities of both groups of these students were significantly improved after using the CALL program.
CALL on improving Thai students’ grammar
📌Tongpoon (2001) studied the development of grammar CALL courseware on phrasal verbs. Tongpoon found that these students had positive attitudes towards CALL as their English performance, after studying with the computerized lesson, substantially improved.
📌Intratat (2003) evaluated the effectiveness of these CALL materials on how students deal with English grammar. The results revealed that the post-test scores were significantly higher than those of the pre-test, showing students’ development in proficiency performance.
CALL on improving Thai students’ writing skill
📌Intratat (2009) developed a self-access CALL material to improve English writing skills for Thai undergraduate students. The results from the questionnaire revealed that exercises in levels of difficulty, explanation of grammatical features and examples, vocabulary games, authentic illustration, test scores, to name a few, could help them to improve their English writing ability.
📌Gubtapol (2002) explored what editing strategies Thai students commonly used and how they used their strategies with word processing programs to improve their English writing. The finding revealed that the use of word processing programs helped the Thai students improve their writing skills in several aspects: capitalization, singular and plural forms, subject-verb agreement, and punctuations.
CALL on improving Thai students’ listening skill
📌Shen et al. (2007) employed questionnaires and interviews techniques to investigate Thai university students’ attitudes towards using websites for practicing listening skill. It was found that websites provided various topics which the students could choose the topics they prefer and or those related to the topics they were studying in English class.
📌Puakpong, (2005) who developed CALL listening comprehension program, and then used with twenty Thai university students from different proficiency levels. The results revealed that the participants performed better than their peers in the same proficiency levels in both midterm and final examinations although the difference was not at a statistically significant level.
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