Reading Reflection_CALL Essentials: Principles and Practice in CALL (Egbert, J.2005)

Generally speaking, Egbert tried to give his readers a clear definition of CALL (computer assisted language learning), and then extended his idea to explain how can technology provide a better learning environment. According to Egbert, J (2005), there are many definition of CALL. From a very basic idea, CALL means using computers to assist language learning; however, there is a more specific way to define CALL. “CALL is software tool designed to promote language learning” (ICT4LT, 2001). Although there are diverse definitions, three themes emerge:

1. Instead of focusing on technology learning, CALL put more focus on language learning. In other words, technology is only a facilitator during learning process.
2. CALL has no boundaries. Diverse learners can participate so that parishioners have to take care of different needs.
3. CALL pedagogy should build on solid theory and also be practical.
However, in the end the page 4, the author inferred that the diverse definitions of CALL are due to the unfamiliar with the new technology; once teachers and learners see technology as kind of learning tools, there’s no need to argue about the definition.

Later the author provided us three examples of CALL application, and also brought many ideas of using CALL. I briefly conclude them here.

1. CALL provides interaction. In traditional classroom, the interaction mainly exists between teachers and students in the classroom. However, by using technology, students can interact with people outside the classroom.
2. CALL eliminates time limitation and which reduce students’ learning anxiety. Students may not need to reply one’s opinion immediately which allow them to prepare themselves and more willing participate.
3. CALL is more flexible. By using learning software, individual learners might set up different goals and choose different learning materials which meet their current level. Besides, different from traditional classroom where there’s a unified textbook, CALL provides students opportunities to explore their own learning materials.

After reviewing this chapter, I have a better idea about what’s CALL. It’s not merely using PowerPoint slides to deliver the lecture, but using technology as a tool to make learning more effectively. Although CALL is not necessary good, it compensates what traditional pedagogy can’t achieve. However, as the author mentions, CALL must grounded in theory. It’s not just use it, but how and when to use it. In addition, from the “teachers’ voice” paragraph, I learned two things. One, I should always have a back-up plan beforehand. Two, as a teacher, I should know better, or at least more familiar with technology before use it and don’t take it for grant that all my students can handle the technology stuff.