THE IMPACT OF COMPUTER-ASSISTED LANGUAGE LEARNING ON SECOND LANGUAGE ACQUISITION - Научное сообщество
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THE IMPACT OF COMPUTER-ASSISTED LANGUAGE LEARNING ON SECOND LANGUAGE ACQUISITION

26.02.2024 22:13

[4. Педагогические науки]

Автор: Yuliia Bozhko, PhD in Philology, Department of Theory and Practice of the English Language, H.S. Skovoroda Kharkiv National Pedagogical University



Computer-Assisted Language Learning (CALL) has become an increasingly popular tool for language instructors and learners. With the rapid advancement of technology, CALL offers a wide range of resources and activities that cater to the diverse learning needs of language learners. This paper aims to explore the impact of CALL on second language acquisition by examining its benefits, challenges, and potential for future development.

Benefits of Computer-Assisted Language Learning.

CALL provides several benefits for language learners, including increased access to authentic materials, enhanced engagement, and opportunities for individualized learning. According to Warschauer and Healey, CALL allows learners to access authentic language resources such as videos, audio clips, and interactive activities that simulate real-life language use. This exposure to authentic materials can enhance learners' language proficiency and cultural understanding.[1]

Furthermore, CALL offers a variety of interactive and multimedia activities that engage learners in meaningful language practice. For example, interactive exercises, online language games, and virtual simulations create a dynamic learning environment that motivates and sustains learners' interest [2]. This increased engagement can lead to improved language learning outcomes and a positive learning experience.

Moreover, CALL provides opportunities for individualized learning, allowing learners to progress at their own pace and focus on their specific learning needs. With the use of adaptive learning technologies, CALL programs can tailor language instruction to learners' proficiency levels and learning styles. This personalized approach can optimize learners' language learning experiences and outcomes.

Challenges of Computer-Assisted Language Learning.

Despite its benefits, CALL also presents challenges for language learners and instructors. One of the key challenges is the need for technical support and digital literacy skills. Language instructors and learners may encounter difficulties in navigating and using CALL platforms, which can affect the integration and effectiveness of technology in language learning [3]. Additionally, the rapid evolution of technology requires continuous training and support for language instructors to effectively integrate CALL into their pedagogical practice.

Another challenge of CALL is the potential for over-reliance on technology, leading to reduced human interaction and communication. Warschauer [4]  notes that excessive use of CALL may hinder opportunities for face-to-face communication and authentic language use, which are essential components of language learning. Thus, striking a balance between technology-mediated language practice and real-life communication becomes crucial in CALL implementation.

Future Developments in Computer-Assisted Language Learning.

Looking ahead, the future development of CALL holds great potential for further enhancing language learning experiences. One area of development is the integration of artificial intelligence (AI) and natural language processing (NLP) technologies into CALL platforms. By utilizing AI and NLP, CALL programs can provide intelligent tutoring, personalized feedback, and natural language interaction, thereby offering a more immersive and effective learning environment [5].

Additionally, the emergence of virtual and augmented reality (VR/AR) technologies presents new opportunities for experiential language learning. VR/AR applications in CALL can create simulated environments that allow learners to interact with language in authentic contexts, such as virtual language immersion experiences and cultural simulations [6]. These immersive experiences can significantly enhance learners' language skills and cultural competence.

References:

1.Warschauer, M., & Healey, D.Computers and language learning: An overview. Language Teaching,1998, 31(2), 57-71.

2.Hubbard, P. Computer-assisted language learning: Critical concepts in linguistics. Volume I – Foundations of CALL. New York: Routledge,2009, pp. 1-20.

3.Chapelle, C. A. Computer applications in second language acquisition: Foundations for teaching, testing, and research. Cambridge University Press,2001,213p.

4.Warschauer, M. Comparing face-to-face and electronic communication in the second language classroom. CALICO Journal, 1996,13(2-3), 7-26.

5.Chun, D. M. Computer-assisted language learning. In N. Schmitt (Ed.), An introduction to applied linguistics . Routledge,2016, 3rd ed., pp. 91-105.

6.Sykes, J. M. Virtual reality and language learning. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching. Wiley,2017, Vol. II, pp. 1138-1142.



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