Computer-Assisted
Language Learning (CALL), is a way or method of learning that uses
computer applications as the main media. All subject is on the
computer so that students can repeat the material according to their
speed level in capturing lessons (Emithu, 2010). The
advantage of CALL is to make it easier for learners to do something,
more fun to be easily accepted by the learner, and to encourage
learners to improve their knowledge and skills about computer
language learning. there are various types
of language learning using computers, such as to translate, to check
the grammar, chat, social networking, as well as electronic
dictionaries. In the modern era, the
computer is needed to help all the work done by humans as the
development of the era than
the emergence of a "smartphone" that allows users to do all
things related to technology.
Electronic
Dictionary
Numerous
quantitative and qualitative studies have been conducted to measure
the effectiveness
of electronic dictionaries (as opposed to traditional paper
dictionaries) for
foreign language reading, makes it easier for learners to search for
words in a dictionary in just one step "search".
Translation
Machine
the
translation machine is very often used by learners in learning
English because the way is easy and very practical that is by typing
any word we want then instantly the computer helps to translate it.
although sometimes the results of translations using this translation
machine are sometimes not appropriate, but very helpful for any
learner who wants to deepen English.
Grammar
Checker
The
literature on electronic grammar checkers suggests that language
learners need training
in order to
use this
technology effectively (Jacob and Roger,1999) to improve the learners
FL (Foreign Language) pronunciation. Grammar
checker
works by highlighting the wrong word grammar structure and will be
directly justified by the computer, English learners use this to
ensure there is no grammar error when the learner writing
assignments
and
it will be comparing the learner’s pronunciation with the native
speaker using visual feedback.
Chat
A
few learners have specifically compared
the efficacy of the text or the voice chat a
more traditional form of classroom discussion
or to other control groups (Sykes, 2005). Learners used written chat
to practice pragmatic skills produced more complex output and used a
wider
variety of pragmatic strategies in either voice chat or face-to-face
discussion practice groups.
CALL
learner's
seem to focus on either describing the affortdances
offered by particular types of technology or measuring their effects
on students’ affective reactions, such as increased motivation or
increased enjoyment of learning activities. Although describing
technology’s uses and students’ enjoyment when using it are
admirable and useful goals, it remains unclear to what extent the
activities supported by the technology or the potentially
increased motivation attributed to them actually increase students’
learning. Source:
Computer Assisted Language Learning article, publisher by Routledge.
