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Parsing CALL's future

To consider developments in computer-assisted language learning (CALL), it’s useful to parse each word of the phrase.  The first word, “computer,” refers to the device used. Imagine how much change there has been in digital hardware since the days of the huge mainframe computers when CALL was first conceived in the 1950s.  Today, our students have access to a wide range of digital devices, from desktops to laptops to tablets to smartphones. Software has evolved as well to incorporate cloud-based tools, mobile apps, and online resources such as blogs, wikis, and social media sites.  CALL has thus evolved from focusing principally on a computer to incorporating a wide range of digital media inside and outside the classroom.

Now let’s consider the word “assisted”. What exactly are the ways that digital media can assist language learning?  In early days, we thought of the computer as a tutor, providing drill-and-practice activities to learners.  That can still be accomplished today, and in much broader ways.  Students can practice vocabulary on their smartphones anyplace and anytime.  Automated writing evaluation software can give students feedback on their essays. Intelligent tutoring systems can provide learners the types of exercises and questions suited to their exact level. Later, we began to think of the computer as a stimulus, encouraging communicative engagement among learners.  Certainly the vast amount of video, imagery, audio, and text of every conceivable genre available online can stimulate communication more than ever before. Finally, we thought about the computer as tool, and what a powerful tool it has become—for reading, writing, conducting research, and communicating with people all over the world. Probably the best conception of digital media today is as an environment oreco-system, encompassing a broad range of resources, tools, and contexts that enable people to live and learn in a language.  Indeed, for many non-native speakers of English around the world, digital media provides the principal environment in which they use English, more so than face-to-face or paper-based communication.

This leads to the next point, that of “l(fā)anguage.” The information revolution of the last few decades has radically transformed what kinds of language that learners around the world need.  On the one hand, the ability to write well has come to the fore, as people all over the world have increased opportunities to participate in business, academic, and civic exchanges involving written communication. At the same time, the importance of interaction among non-native speakers of English is rising in importance.  People in China who learn English might use it as frequently with other non-native speakers from Korea, Japan, Germany, or France, as they use it with Americans or people from Britain. Thus native-like pronunciation fades in importance, whereas practical oral and written skills rise in value.

Finally, what does “l(fā)earning,” mean? In the early days of computer-assisted language learning, we focused on accuracy.  Then, we started to focus more on fluency.  These are both extremely important.  But I also think that we need to promoteagency, which can be defined as “the satisfying power to take meaningful action and see the results of our decisions and choices” (Murray, cited in Warschauer, 2000b). This can occur through authentic research and writing, project-based learning, and collaborative engagement with other learners or speakers of English across the globe.

This then, is the progression of computer-assisted language learning—from the earlier days of scheduled tutoring, to a future in which active, self-directed engagement in a digital environment allows our learners to master technology and language so as to make their words and voices heard. If we teach our students to not only read and write the word, but to also read and write the world, we--and they--will achieve the power of CALL.

For Further Reading

Kern, R., & Warschauer, M. (2000). Theory and practice of network-based language teaching. In M. Warschauer & R. Kern (Eds.), Network-based language teaching: Concepts and practice (pp. 1-19). Cambridge: Cambridge University Press.

Warschauer, M. (1996). Computer-assisted language learning: An introduction. In S. Fotos (Ed.), Multimedia Language Teaching (pp. 3-20). Tokyo: Logos.

Warschauer, M. (2000a). The changing global economy and the future of English teaching.TESOL Quarterly, 34, 511-535.

Warschauer, M. (2000b). The death of cyberspace and the rebirth of CALL. English Teachers' Journal, 53, 61-67.

Warschauer, M. (2004). Of digital divides and social multipliers: Combining language and technology for human development.  Information and communication technologies in the teaching and learning of foreign languages: State of the art, needs and perspectives (pp. 46-52). Moscow: UNESCO Institute for Information Technologies in Education.

Warschauer, M. (2011). Learning in the cloud: How (and why) to transform schools with digital media. New York: Teachers College Press.

Warschauer, M., & Grimes, D. (2007).  Audience, authorship, and artifact: The emergent semiotics of Web 2.0.Annual Review of Applied Linguistics 27, 1-23.

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我是技術(shù)的愛好者和踐行者，但同時(shí)我也是一線的教師和管理者，所以，我對(duì)機(jī)輔教學(xué)一直持審慎和批判的態(tài)度。我覺得CALL的可持續(xù)發(fā)展問(wèn)題不在技術(shù)，而在于外語(yǔ)教學(xué)的教師和科研隊(duì)伍本身。

1. 云時(shí)代網(wǎng)絡(luò)環(huán)境下多媒體學(xué)習(xí)具有移動(dòng)、自主、多元的泛在化特點(diǎn)，這與高?，F(xiàn)行的“綁定式”（場(chǎng)所綁定、課時(shí)綁定、教材綁定、教師綁定、考試綁定）內(nèi)部管理機(jī)制是相悖的。因此，不能脫離當(dāng)下高校管理體制談信息化英語(yǔ)教學(xué)模式改革問(wèn)題。

2. 技術(shù)應(yīng)用設(shè)計(jì)應(yīng)該服務(wù)于教學(xué)設(shè)計(jì)而不是等同或替代教學(xué)設(shè)計(jì)；借助技術(shù)學(xué)習(xí)不能代替學(xué)習(xí)本身。最有效的設(shè)計(jì)充其量也只能是通過(guò)適應(yīng)認(rèn)知規(guī)律、而不是改變認(rèn)知規(guī)律來(lái)提高學(xué)習(xí)效率。

3. 技術(shù)語(yǔ)境下的自主學(xué)習(xí)需要良好的元認(rèn)知能力支持。任何人要掌握一門外語(yǔ)，都要經(jīng)過(guò)長(zhǎng)期艱苦的學(xué)習(xí)和實(shí)踐，不存在“多快好省”。技術(shù)應(yīng)用只解決方法與途徑問(wèn)題，不解決學(xué)與不學(xué)的問(wèn)題，更不解決教與學(xué)的省力問(wèn)題。

4. 學(xué)媒效用問(wèn)題的學(xué)術(shù)爭(zhēng)論由來(lái)已久，兩種極端的傾向即是教學(xué)應(yīng)用的泛技術(shù)化傾向與技術(shù)排斥主義，應(yīng)引起足夠重視。

5. 英語(yǔ)教育師資培養(yǎng)的專業(yè)化問(wèn)題：幾乎所有外語(yǔ)教師的教育技術(shù)應(yīng)用均來(lái)自無(wú)師自通的鉆研，或不成體系的亞規(guī)格培訓(xùn)。所以，必須從源頭上解決外語(yǔ)師范教育的培養(yǎng)模式和專業(yè)化標(biāo)準(zhǔn)問(wèn)題，同時(shí)建立完善的高校外語(yǔ)教師入職標(biāo)準(zhǔn)和可持續(xù)發(fā)展的在職培養(yǎng)機(jī)制。

 我認(rèn)為，基于信息技術(shù)的外語(yǔ)教學(xué)改革之路或成囧途，其原因不在技術(shù)本身，而在于掌握技術(shù)或掌握不了技術(shù)的人。體制、觀念、師資固然是人的因素，設(shè)備、平臺(tái)、資源還是人的因素。技術(shù)帶來(lái)的問(wèn)題，本質(zhì)上都是人的問(wèn)題，因?yàn)樗屑夹g(shù)發(fā)明均源于人的需求、并服務(wù)于人的需求。人可以改變技術(shù)，但誰(shuí)可以改變?nèi)四?？答案是只有我們自己，而這也正是教學(xué)改革的出路所在。

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計(jì)算機(jī)輔助語(yǔ)言教學(xué)(CALL)，或者外語(yǔ)教學(xué)，從一開始就被賦予一種“輔助者”的角色定位。這在計(jì)算機(jī)技術(shù)發(fā)展早期的程序化教學(xué)時(shí)代，還是一種準(zhǔn)確的定位。但是隨著計(jì)算機(jī)信息技術(shù)集成化、智能化、便捷化程度的加深，信息技術(shù)運(yùn)用的普及及其常態(tài)化的實(shí)現(xiàn)，計(jì)算機(jī)信息技術(shù)不再僅僅承擔(dān)輔助工具的任務(wù)，還已經(jīng)成為教學(xué)內(nèi)容的一部分，甚至成為人們精神和意志的構(gòu)成要素之一。計(jì)算機(jī)輔助外語(yǔ)教學(xué)開始向個(gè)性化、整合式學(xué)習(xí)發(fā)展。但是，生硬的技術(shù)的整合，不僅起不到促進(jìn)作用，相反還會(huì)阻礙技術(shù)合理性的發(fā)揮，破壞教學(xué)生態(tài)的平衡，影響教學(xué)實(shí)踐效果。

CALL 的研究目的和發(fā)展思路，應(yīng)該打破單純技術(shù)輔助的角色定位，進(jìn)行符合教育技術(shù)學(xué)理論思想的生態(tài)化整合改造，發(fā)展成為既能體現(xiàn)信息技術(shù)的輔助和促進(jìn)作用，又能適應(yīng)學(xué)者主體地位、符合教育學(xué)規(guī)律的新型外語(yǔ)教育技術(shù)，促進(jìn)教學(xué)實(shí)踐效果的大幅度提升。CALL 不能也不應(yīng)該取代外語(yǔ)教育技術(shù)，而是應(yīng)該成為教育技術(shù)學(xué)體系里的一個(gè)重要研究方向和一塊重要研究?jī)?nèi)容。CALL的研究實(shí)踐，換言之就是外語(yǔ)教育技術(shù)實(shí)踐研究的主體內(nèi)容。外語(yǔ)教育技術(shù)學(xué)的主要目的，是為計(jì)算機(jī)輔助外語(yǔ)教學(xué)尋找到一個(gè)合理的學(xué)科位置，不僅提升CALL的學(xué)科地位，也是為了豐富外語(yǔ)教學(xué)的學(xué)科理論體系。

世界CALL 研究給中國(guó)外語(yǔ)教育技術(shù)的啟發(fā)也有幾個(gè)方面：第一是其積極吸收和消化各種教學(xué)與學(xué)習(xí)理論，第二是積極關(guān)注技術(shù)在外語(yǔ)教學(xué)中的具體應(yīng)用，第三是把CALL 研究和教育技術(shù)研究結(jié)合起來(lái)，進(jìn)行跨學(xué)科的研究。CALL 在中國(guó)，必將成為一門既有理論體系又有實(shí)踐基礎(chǔ)的新興學(xué)科。