COMPUTER - ASSISTED LANGUAGE LEARNING:
RESULTS and PROSPECTS
Larissa N. Sokolova, Assistant Professor
Alice S. Koutkova, Candidate of Sciences, Professor
Svetlana I. Chukanova, Senior Teacher
South Russia State Technical University (Novocherkassk Polytechnical Institute)
Southern Federal University, Novoshakhtinsk branch, Russia
What comes to mind for many foreign language teachers abroad when they encounter the word “Russia” is, probably, the experience they had when they were engaged in the study of the Russian language, or the impression they got when they visited this country and worked at some Russian universities and met their Russian colleagues at different international conferences. Those who have been to Russia for the last ten years cannot but recognize the fact that interest in foreign language teaching and research is constantly growing, especially in the area of computer–assisted language learning (CALL).
CALL is a qualitative new means of education aimed at self–access work, which in accordance with didactic criteria can be made very much similar to the “learner-oriented” model.
Computers in the sphere of language learning were first used in the early 1970s. They found a wide range of application in different subjects, including ESL and ESP. The advent and use of computers in education was stimulated by the necessity of individualization of mass education.
In the South Russia State Technical University (the famous Novocherkassk Polytechnical Institute), the current surge of interest in CALL dates roughly from 1982 which was about the time when computers began to be available at the department of the English and French languages. The teachers compiled computer programmes for different types of computers.
The various machines used were Mera-60, Iskra-1256, ES series computers. To design teaching and control computer programs was a little bit easier for our teachers of English and German because they were acquainted with the basic programming techniques for language teaching. For ten years the School of Programming Teaching held its conferences and workshops for university and college teachers of foreign languages from the North Caucasus Region and other regions of this country. Later this School was gradually reorganized into the School of Computer Assisted Language Teaching. Our colleagues from Siberia, the Ukraine, Turkistan, North Caucasus republics, Moscow and Leningrad took part in its work. The materials demonstrated were exciting enough to inspire a great deal of imitation.
However, in spite of certain positive achievements in the sphere of CALL, one should point out the need of investigating the following aspects: the functions of the teacher and the learner, the role and place of CALL in ESP, some psychological problems, the principles of scenario development, etc.
Despite high expectations there are few CALL-programmes for developing speech skills of learners. In the 1990s we focused on programs for oral speech.
The computer teaching course “Speech Etiquette” for PC of the type IBM PC/XT/AT was compiled. It consisted of three almost identical programmes written in English, German and Russian. An attempt was made to approximate more or less “natural” form of communication in a human-computer interface. Graphics and quiz on historical and cultural material taking into account the intelligence of a grown-up person made them as attractive and supportive as possible.
Analyzing one of the computer programmes (“Talks” (1986), “Laboratory” (1988), “Speech Etiquette” – English – Russian and English – English variants (1991-1993) we have come to the conclusion that the most widely used techniques for designing computer-assisted exercises were: matching tests, multiply-choice tests, close procedure, completion test, the so-called “conventional” translation techniques, etc.
Working with the computer programs “Speech Etiquette” we got some interesting results from the research of learners’ psycho-physiological state before, during and after the work with a computer. We had two primary goals: one – to acquaint learners with the speech etiquette of Britain, Germany and Russia and to get the data of psycho-physiological research of receiving information from the display of computer; the other was to recognize the uses of computer in language learning. The research was conducted in eight groups. The age of the learners was from sixteen to twenty five, including full-time and post-graduate students. The results of the research showed that about 70% of the responders were satisfied with the results of their work with the computer program. Most of them came to the computer class in good mood (65-80%). During the work with computer the psycho-physiological state of learners was good (65-75%). After the work the state of learners was improved in most groups (65-70%). 14% strained their eyesight during the work with computer.
Our second goal, recognizing the uses of computer in foreign language learning, was also reached through the following results:
1. The learners were satisfied with this work because the process was self-pacing, the slow learners did not hold others back and fast students were encouraged to do as much and as quick as they like.
2. The computer was the true teacher, providing immediate feedback; it informed the learners about the consequences of their actions.
3. The computer allowed the learners to explore freely.
4. Some learners related better to an interactive computer than to a human instructor.
We would say that the programs were successful. It was certainly justified in terms of the learners’ high output.
Analysis of state-of-the art shows that nowadays computers can be used for various classroom activities and for the development of all language skills and habits. We try to involve the students and postgraduates of our university in active participation at all stages of the CALL programs development. They work with enthusiasm and great willingness. Besides, nearly the whole body of our learners is taught with the courseware on computers (including CAD, CAM and PCs). This courseware was compiled by another author of the present paper. It consists of the following main textbooks: “Computer and Programming” (1969), “Computers Components” (1984), “Man-Computer-Future” (1987, 1995), “Computer-Aided Design and Manufacture” (1987), “In the World of PCs” (1997), “Internet in Planet Life” (2004). In addition, there are the brief dictionary and glossaries on computer terms, various grammar exercise books, a number of computer training and control programmes, etc.
When designing CALL programmes, we are striving to realize the following principles:
1. Individualization. To train specialists who will be able to function in a competitive environment, it is necessary to create a personality-oriented system, taking into account learner’s individual ability, rate and even style of learning.
2. Psychological Compatibility. To overcome “error awareness” when learning a foreign language, it is advisable to compile “friendly” computer programmes, patiently responding to the learner’s actions.
3. Creativity. To stimulate the development of learner’s creative thinking and self-realization, it is important to design intellectually-challenging exercises.
4. Globalization. It is the unquestionable fact that English is now the world language. It has become vehicle of cultures and means of bringing people together. To successfully compete within the global economic environment, our learners should be computer literate and have excellent command of English.
With the development of the Internet new unique opportunities appear for individual interaction with the network resources and an access to various and constantly updated global foreign language professionally-oriented information resources.
Information communicative technologies create an open educational environment which, according to Professor V.I. Tuzlukova, form an absolutely new paradigm of education formed on the basis of “specific” e-learning culture that characterizes both an e-learner and an e-learning instructor/ e-learning facilitator/e-learning supervisor.
The teacher’s role is also changing. It is necessary for him/her to acquire management skills (an e-learning manager/e-learning administrator). S/he is becoming the organizer of the research process and data research and processing. Using the Internet resources and Web-technologies s/he can compare and analyze various materials, develop his/her own educational resources.
As our learner is “Homo informaticus”, s/he will choose the means, techniques and forms of learning by her/himself, showing a surprising resourcefulness, initiative and responsibility when doing both individual and group assignments.