Computer-assisted Language Learning - Software Design and Pedagogy

Software Design and Pedagogy

Above all, careful consideration must be given to pedagogy in designing CALL software, but publishers of CALL software tend to follow the latest trend, regardless of its desirability. Moreover, approaches to teaching foreign languages are constantly changing, dating back to grammar-translation, through the direct method, audio-lingualism and a variety of other approaches, to the more recent communicative approach and constructivism (Decoo 2001).

Designing and creating CALL software is an extremely demanding task, calling upon a range of skills. Major CALL development projects are usually managed by a team of people:

• A subject specialist (also known as a content provider) - usually a language teacher - who is responsible for providing the content and pedagogical input. More than one subject specialist is required for larger CALL projects.
• A programmer who is familiar with the chosen programming language or authoring tool.
• A graphic designer, to produce pictures and icons, and to advise on fonts, colour, screen layout, etc.
• A professional photographer or, at the very least, a very good amateur photographer. Graphic designers often have a background in photography too.
• A sound engineer and a video technician will be required if the package is to contain substantial amounts of sound and video.
• An instructional designer. Developing a CALL package is more than just putting a text book into a computer. An instructional designer will probably have a background in cognitive psychology and media technology, and will be able to advise the subject specialists in the team on the appropriate use of the chosen technology (Gimeno & Davies 2010).

CALL inherently supports learner autonomy, the final of the eight conditions that Egbert et al. (2007) cite as “Conditions for Optimal Language Learning Environments”. Learner autonomy places the learner firmly in control so that he or she “decides on learning goals” (Egbert et al., 2007, p. 8).

It is all too easy when designing CALL software to take the comfortable route and produce a set of multiple-choice and gap-filling exercises, using a simple authoring tool (Bangs 2011), but CALL is much more than this; Stepp-Greany (2002), for example, describes the creation and management of an environment incorporating a constructivist and whole language philosophy. According to constructivist theory, learners are active participants in tasks in which they "construct" new knowledge derived from their prior experience. Learners also assume responsibility for their learning, and the teacher is a facilitator rather than a purveyor of knowledge. Whole language theory embraces constructivism and postulates that language learning moves from the whole to the part, rather than building sub-skills to lead towards the higher abilities of comprehension, speaking and writing. It also emphasises that comprehending, speaking, reading, and writing skills are interrelated, reinforcing each other in complex ways. Language acquisition is, therefore, an active process in which the learner focuses on cues and meaning and makes intelligent guesses. Additional demands are placed upon teachers working in a technological environment incorporating constructivist and whole language theories. The development of teachers’ professional skills must include new pedagogical as well as technical and management skills. Regarding the issue of teacher facilitation in such an environment, the teacher has a key role to play, but there could be a conflict between the aim to create an atmosphere for learner independence and the teacher's natural feelings of responsibility. In order to avoid learners’ negative perceptions, Stepp-Greany points out that it is especially important for the teacher to continue to address their needs, especially those of low-ability learners.