Carol - An Immersive Language Learning Solution

1. Computer-assisted language learning

Computer-assisted language learning (CALL) is a form of computer-based learning which carries two important features: bidirectional learning and individualized learning ([11])

The philosophy of CALL puts a strong emphasis on student-centered lessons that allow the learners to learn on their own using structured and interactive lessons. CALL is not a method. It is a tool that helps teachers to facilitate the language learning process.

The reasons for using Computer-assisted Language Learning include: (a) experiential learning, (b) motivation, (c) enhance student achievement, (d) greater interaction and (e) individualization. The barriers inhibiting the practice of Computer-assisted Language Learning can be classified in the following common categories: (a) financial barriers, (b) availability of computer hardware and software, (c) technical and theoretical knowledge, and (d) acceptance of the technology ([11]).

1.1 History

Computers have been used for language teaching ever since the 1960s. This 50-year period can be divided into three main stages: behaviorist CALL, communicative CALL, and integrative CALL ([12]). Each stage corresponds to a certain level of technology and certain pedagogical theories.

Because repeated exposure to material was considered to be beneficial or even essential, computers were considered ideal for this aspect of learning as the machines did not get bored or impatient with learners and the computer could present material to the student at his/her own pace and even adapt the drills to the level of the student. Hence, CALL programs of this era presented a stimulus to which the learner provided a response.

Communicative CALL is based on the communicative approach that became prominent in the late 1970’s and 1980’s. In the communicative approach, the focus is on using the language rather than analysis of the language, teaching grammar implicitly. It also allowed for originality and flexibility in student output of language. Software in this phase still provided skill practice but not in a drill format, for example, paced reading, text reconstruction and language games.

Integrative/explorative CALL, starting from the 1990’s integrates the teaching of language skills into tasks or projects to provide direction and coherence. It coincides with the development of multimedia technology, providing text, graphics, sound and animation, as well as computer mediated communication. CALL in this period saw a definitive shift of use of computers for drill and tutorial purposes.

2. Theoretical Basis

The design of CAROL lessons generally takes into consideration principles of language pedagogy, which may be derived from learning theories (behaviorist, cognitive, and constructivist) and second language learning such as Krashen's Monitor Theory.

Different pedagogical approaches to language learning include constructivism, whole language theory and sociocultural theory. With constructivism, students are active participants in a task in which they “construct” new knowledge based on experience in order to incorporate new ideas into their already-established schema of knowledge. Whole language theory postulates that language learning (either native or second language) moves from the whole to the part; rather than building sub-skills like grammar to lead toward higher abilities like reading comprehension. Whole language insists the opposite is the way we really learn to use language. Students learn grammar and other sub-skills by making intelligent guesses based on the input they have experienced. It also promotes that the four skills (reading, writing, listening and speaking) are interrelated. Sociocultural theory states that learning is a process of becoming part of a desired community and learning that community's rules of behavior ([11])

What most of these approaches have in common is taking the central focus away from the teacher as a conveyor of knowledge to giving students learning experiences that are as realistic as possible, and where they play a central role. Also, these approaches tend to emphasize fluency over accuracy to allow students to take risks in using more student-centered activities, and to cooperate, rather than compete. The computer provides opportunity for students to be less dependent on a teacher and have more freedom to experiment on their own with natural language.

3. CAROL

Instruction takes the form of a unit of lessons consisting of groups of images, with an associated word or sentence both written and spoken aloud by a native Romanian speaker. Lesson topics range from grammatical concepts to specific topics such as colors, hot and cold and associated words or the use of money.

Within each lesson there are sets of exercises testing listening, writing, reading and speaking (for which the computer must have a microphone).

The user is offered either text, sound, image or video, to match against four possibilities. With a mark and sound chosen by the reader from the preferences menu, the program indicates whether the right or wrong choice was selected. A score from 0 to 100 is kept.

In all units, the last lesson is a review of the previous lessons, with each predecessor represented by one group of images. There are no formal grammar guides or instructions included with the software. The documentation consists of a manual with written versions of the phrases and a word index.

4. Computational Linguistics

CALL and computational linguistics are separate but somewhat interdependent fields of study. The basic goal of computational linguistics is to “teach” computers to generate and comprehend grammatically-acceptable sentences for purposes of translation and direct communication with computers where the computer understands and generates natural language.

A very simple example of computers understanding natural language in relation to second language learning consists of vocabulary exercises. The computer prompts the learner with an image of an object and the student responds with the corresponding word.