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A brief history of CALL

Jennie Paola Bautista Moreno. A brief history of CALL. CALL in the 1950s and 1960s. The first computer used for language learning were 1950s mainframes that were only available at research facilities on university campuses.

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A brief history of CALL

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  1. Jennie Paola Bautista Moreno A brief history of CALL

  2. CALL in the 1950s and 1960s • The first computer used for language learning were 1950s mainframes that were only available at research facilities on university campuses. • The high cost of these machines and demands upon there for pure research meant that time allocated for teaching and learning was limited.

  3. The first and most significant application was used on the Programmed Logic/Learning for Automated Teaching Operations (PLATO) system, (1959 by univ. Illinos). • Teaching Russian using a grammar translation approach. • CALL was influence by many projects of Cold War, all focused on the teaching of Russians.

  4. Simulations • The earliest language-learning programs were strictly linear, requiring each learner to follow the same steps in the same fashion with rewards in the form of points and advancement for correct answers. • The tasks were adapted of traditional textbook exercises.

  5. The importance of simulations, with different avenues of exploration, is that they create challenges for learners to explore multiple links and see the consequences of different actions and inputs.

  6. CALL in the 1970s and 1980s • 1975- microcomputers were first sold in kit. • High-end mainframe computers contributed to be available and used for CALL. • Videodisc technology, a high volume storage system • The format was largely replaced with Compact Disk Read-Only memory.

  7. Macario • Gale- described as an early videodisc program for learning Spanish. • Interactive format by adding a pedagogical layer and using it to teach listening skills.

  8. Montevidisco and Interactive Digame • ALLP • No Recuerdos • Eliza • A la rencontre de Phillippe • HyperCard

  9. CALL in the 1990s • Multiplicity of protagonist • Multiplicity of plot • Knowledge-based choice points • Choice-points based on temperament of the learner • Wbimsical surprises • Multimedia for presentation • Intrinsic rather than extrinsic rewards

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