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Introduction
Computer-assisted language learning (CALL) can be loosely be described as the process of providing language skills to learners by means of computers or computer applications. CALL is a divergent field that encompasses various levels of learning, all supported by computer-enabled technology (Kukulska-Hulme and Lesley 271). Today, computer-assisted learning is inclusive of E-Learning and Mobile learning, where language learning is done online and knowledge disseminated using mobile devices such as tablets and smartphones.
Computer-assisted learning
Many educators hold that CALL has significant advantages over traditional methods of second language learning. Among these include the fact that it provides second language learners with independence from classrooms, allowing them flexible and convenient learning. In addition, while the hardware and software needed for the learning may appear expensive at the onset, as they are gradually implemented, the economies of scale ultimately make them cheaper (Beatty 7).
Using computers in class also provides learners and teachers with a chance to widen their scope of practice. For example, instead of reading a story to his or her class, a teacher can have them watch and discuss an animated version of the same displayed on a projector. Nevertheless, it should not be assumed that CALL programs are meant to replace human teachers because, on the contrary, they only supplement and boost their effectiveness (Lai and William 2). For example, when a student can use a software application to work on their pronunciation, the teacher will have extra time to focus on the more intricate aspects of grammar that cannot be taught using computers.
ELearning
E Learning is a critical aspect of contemporary language learning since many youths spend most of their time socializing and playing games online. Therefore, when they are provided with an avenue through which to use the already familiar online space for studying, it is easy to motivate them. Using online portals and interactive websites, learners can interact with their peers and engage in virtual discussions and competitions (Lia and William 3).
In addition, E-learning allows them to access material produced by native language speakers, which is instrumental in boosting their language acquisition. Thousands of online applications and websites provide affordable or even free language training. These are designed creatively in the form of games and other interactive fun activities that make language learning an enjoyable experience. E Learning also provides a wide range of opportunities for students to practice their skills and engage in experimental and interactive learning. Furthermore, given the versatility of online space, new information and tools are quickly updated to improve the overall learning experience.
Mobile learning
Considering Given the amount of time, many teenagers and young adults spend on their smartphones and tablets, using these tools as a platform to teach language skills is highly effective (Kukulska-Hulme and Lesley 271). Most of the applications used to access online learning can be rendered on mobile devices, which are more common than computers. They allow students and teachers to reach new levels of interaction since communication can occur remotely and on a flexible schedule as majority leaners keep their gadgets close to them.
They are using the media to teach language
The above-mentioned tools of learning constitute the contemporary environment for language learning in which various media are to teach language without direct contact with a teacher. Retrospectively, these media usually consisted of newspapers or TV and radio shows, however, today there are much more personalized and effective technologies. Most of them are based on the web, and in addition to specialized language websites, there are also social networking using sites like Facebook and Twitter. As a result, language learning has considerably improved, especially in view of the fact that, there are numerous readily available technologies to support the process.
Works Cited
Beatty, Ken. Teaching & researching: Computer-assisted language learning. Routledge, 2013. Print.
Kukulska-Hulme, Agnes, and Lesley Shield. An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL 20.03 (2008): 271-289. Print.
Lai, Cheng-Chieh, and William Allan Kritsonis. The Advantages and Disadvantages of Computer Technology in Second Language Acquisition. Online Submission 3.1 (2006). Print.
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