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Beranda / Innovation in ELT

Integrating Computer Assisted Language Learning (CALL) into a language classroom


CALL is an umbrella term that covers all other terms focusing on language learning/teaching via computer and related technologies (Soleimani, 2021). In integrating CALL into a language classroom, teachers may experience several stages (Bax, 2003), such as: 
  • Early adopters with curiosity 
  • Ignorance/skepticism 
  • Trying it out 
  • Trying again 
  • Fear/awe 
  • Normalizing 
  • Normalization 
Think back on the first time experience you adopted and implemented innovations and technology in your classroom, and discuss the stages you have experienced in integrating them into your class and how it changes the ways you teach and the student learning. Please, discuss and share your ideas and support with relevant sources! Have a fruitful discussion!

Answer:

Here I will give some insights into the stages that teachers may experience when integrating technology into their teaching practice. The stages mentioned by Bax (2003) in integrating CALL into a language classroom are as follows: 
  1. Early adopters with curiosity: Teachers who are interested in and excited about technology and its potential in language teaching and learning. 
  2. Ignorance/skepticism: Teachers who are not familiar with the technology or its potential benefits and are skeptical about incorporating it into their teaching practice. 
  3. Trying it out: Teachers who experiment with technology in their teaching practice evaluate its usefulness and effectiveness. 
  4. Trying again: Teachers who encounter difficulties or limitations with the technology and make efforts to overcome them. 
  5. Fear/awe: Teachers who may feel overwhelmed or intimidated by the technology or who may be concerned about its impact on their role as a teacher. 
  6. Normalizing: Teachers who become more comfortable and confident in using technology in their teaching practice. 
  7. Normalization: Technology becomes a routine part of the teaching practice and is used seamlessly to enhance language learning. 
It is important to note that not all teachers may experience these stages in the same way or order, and the process of integrating technology into teaching may take varying amounts of time depending on the individual and the context.

In terms of the impact on teaching and learning, integrating technology into the language classroom has been found to have several benefits, including: 
  • Increased student engagement and motivation (Al-Jarf, 2006) 
  • Opportunities for personalized and differentiated instruction (Warschauer & Meskill, 2000)
  • Enhanced communication and collaboration among students (Levy & Stockwell, 2006)
  • Increased access to authentic language resources (Chapelle, 2001) 
In conclusion, integrating technology into the language classroom can be a challenging but rewarding process for teachers. It is important for teachers to be open to experimentation and learning and to seek support and resources as needed to effectively integrate technology into their teaching practice.

References: 

Al-Jarf, R. S. (2006). EFL Saudi secondary school students' perception of CALL. Journal of King Saud University, 18(2), 21-43. 

Bax, S. (2003). CALL--past, present and future. System, 31(1), 13-28. 

Chapelle, C. A. (2001). Computer applications in second language acquisition: Foundations for teaching, testing and research. Cambridge University Press. 

Levy, M., & Stockwell, G. (Eds.). (2006). CALL dimensions: Options and issues in computer-assisted language learning. Routledge. 

Warschauer, M., & Meskill, C. (2000). Technology and second language learning. In Annual Review of Applied Linguistics (Vol. 20, pp. 186-205). Cambridge University Press. 

Soleimani, H. (2021). Integration of CALL in Iranian EFL Context: A Systematic Review. Journal of Language Teaching and Research, 12(4), 727-735.