Research on the use and
effectiveness of CALL began with the use of large mainframe computers in
language teaching and learning in the 1950s. Researchers saw that students
liked the novelty of this rare, new technology. Teachers spent a lot of time
programming and thinking about how best to use the new medium. Advocates
claimed that students got immediate feedback and were more engaged, thus
learned language better. Detractors pointed out that the machines were very
expensive and not available for widespread use.