1	What do we know about CALL? Deborah Healey, Ph.D. English Language Institute Oregon State University deborah.healey@oregonstate.edu http://oregonstate.edu/~healeyd
2	Outline Change over time in computers and CALL PLATO – PCs - Mac/Windows - Internet Consistent findings: What we know Word processing works One size does not fit all The teacher’s role is key Most learners like feeling special Some skills practice is helpful People like games More...
3	Outline, continued Ongoing and future areas of relevant research Solid theoretical framework Word processing Work in groups Role of the teacher Multiple media in learning Use of simulations and games Attention and engagement Autonomy/self-directed learning More… Your research directions and questions
4	Why do we care? Claims Transform education – the key to the future Motivate students Make teachers’ lives easier Help students learn more effectively Save money “Just a tool” The teacher’s role is important Basic question: Does CALL “work?”
5	Changes over time: Computers and questions PLATO Novelty Students like it – they’re engaged Immediate feedback Teachers as programmers But... What do we do with this??? Very expensive Not available for widespread use
6	Early personal computers: Sinclair, Apple IIe, DOS-based Novelty Students like it – they’re engaged Teacher-created programs in BASIC Simple software Immediate feedback on drills (US) Exploratory software (UK) But... Expensive workbook Not available for widespread use Digital divide begins
7	Macintosh and Windows: The graphical interface Ready-made software –drills, simulations/games Multimedia: appeal to different learning styles Novelty, immediate feedback, record-keeping Quality time for non-drill activities in the classroom Collaborative work => discussion practice Multimedia But... Questions about return on investment Expensive workbook Digital divide increases
8	The Internet era More novelty More authentic learning possibilities for students Real-time news, magazines Real-time interaction with Chat/Messenger Student publishing online – web pages, blogs, podcasts More resources for teachers Programming for the Web But... Information overload More destructive digital divide
9	CALL research = moving target Computers from mainframes to hand-helds Local to global partners
10	CALL research = moving target As similar as silent films and high-tech movies
11	Other limitations Small number of subjects Hawthorne effects Chart new ground rather than replicate
12	So... What do we know about CALL?
13	Consistent findings - 1 Word processing works Replicated with L1 and L2 writers Revising leads to better writing Less anxiety
14	Consistent findings - 3 One size does not fit all Dunn (1993) “responding to how students learn significantly increases their achievement and attitude test scores… no learning style characteristic is better or worse than any other learning style characteristic; and … [children] need to be taught to their individual learning style strengths if they are to master new and difficult academic material
15	Consistent findings - 3 One size does not fit all Multiple channels Inductive vs. deductive learners Data-driven learning
16	Consistent findings - 4 The teacher’s role is key Setting tasks Defining roles
17	Consistent findings - 5 Learners like to feel special Individualized instruction Custom learning experience Audience outside the classroom But... Hawthorne effect Missing variables in research
18	Consistent findings - 6 Some skills practice is helpful Focus on form in context Decontextualized practice does not build fluency
19	Consistent findings - 7 People like games Simulations and games – long history in education Part of most commercial ESL/EFL software Competing against time, self, or others Collaborative games
20	Consistent findings - 4 Computers and CMC are engaging Engagement works Fun factor Consciousness-raising Language research by students Authentic tasks – communication, writing, etc. Authentic contexts for language use
21	Ongoing and future areas of research Need for a solid theoretical framework SLA or other basis Replication Word processing Spell checkers Teacher comments Translation >
22	Ongoing and future areas of research Work in groups Local or global Social networking sites Class or individual email partners Class structure Role of the teacher What tasks? What instructions? Wireless labs Distance education >
23	Ongoing and future areas of research Multiple media in learning How much information is too much? Can students REALLY multitask well? Use of simulations and games What is “authentic”? How much do students learn from different types of games? >
24	Ongoing and future areas of research Attention and engagement What learners benefit most from DDL? How should tasks be structured? User interface Does English level make a difference? Autonomy/self-directed learning What do learners need to be autonomous? How can students learn from Internet sites? >
25	Ongoing and future areas of research Search engines What do students need to know to search well? Podcasts, blogs, ubiquitous computing What do students learn from creating websites? Podcasts? Blogs? How much access is too much? Hawthorne effect Is it a factor in CALL research? >
26	Your areas of interest?
27	Remember... Your classroom-based research is valuable: tell others about it! English Teaching Forum Webheads in Action ITESL-J, TESL-EJ, LLT online journals IATEFL’s Learning Technologies mailing list TESLCA-L mailing list The more you share, the more we all know.