Computer Assisted Language Learning and Online teaching of foreign languages in 2020

By Yiola Papadopoulou*

Many years ago for many language learners, experience of the target language was limited to opportunities created by the teacher in the classroom, drawing on such resources as textbooks, tape recorders, CDs, and videos. Twenty years ago, developments in Computer Assisted Language Learning (CALL) were considered to have brought about the most dramatic changes in language teaching and learning. Despite the fact that some people would argue that the computer would replace the language teacher, no teaching tool had to fight harder to justify itself pedagogically than the computer. Many educators have supported the use of computers in language teaching if and only computers were to be implemented in a pedagogical correct way. It has been satisfying to observe that CALL immediately affected language educators and learners due to its powerful features which probably enlist it in the first place among other educational aids used in our era. 

Computer Assisted Language Learning, during the last twenty years has mainly concentrated on using the World Wide Web, providing a window to the world that brings English language and culture into the classroom, English being the lingua franca of our era and the main language used on the Internet. The WWW has always been considered a dynamic, authentic resource which could enrich language learning in many new and exciting ways. It is visually attractive, easy to use and easy to understand. It is not only home to encyclopedic information but to a vast number of other websites dedicated to online language learning for all ages, such as dictionaries with pronunciation, interactive websites, podcasts, storytelling, grammar, vocabulary. The following is just a limited list of some of these websites: BBC Learning English, ESL Brains, Cambridge Dictionary, not to forget the power of YouTube, TedTalks, podcasts such as Lancaster’s New podcast launched: Words & Actions.

By using the Internet, language educators were happy to observe that their language learners were becoming active participants in learning. However, the language teacher has always been there for the student; guiding, assisting, correcting, answering questions, triggering a discussion on a topic, giving examples, ensuring that the student has understood. For the language teacher, target language acquisition whether being a grammar point, new vocabulary, reading or listening, has always been the most important aspect of his/her job. 

All four language skills (reading, writing, listening, speaking) must be practiced throughout an online foreign language course. During an online real time language session through a platform such as Microsoft TEAMS, all students must be actively engaged. Online teaching imposes many dangers when not implemented in a pedagogical correct way. New roles are assigned; the teacher acts as a facilitator and the student becomes an autonomous learner by taking responsibility of his/her own learning. Although these new roles are exciting, they bring with them foreign language learning anxiety, fear and lack of confidence which characterise students mainly due to the lack of the physical presence of the teacher. On the other hand, they bring stress to the teacher, and lack of control. As a result, the student seeks constant confirmation from the teacher, whether he/she is carrying out tasks in the correct way, performing well, etc. The student might also think that online teaching involves the teacher being active and online at all times, therefore, using all sorts of online communication tools to ask questions outside the online session. It has been extremely interesting to observe that when all students join in an online session, they do not engage in a discussion, perhaps due to lack of confidence, fear of making a mistake, or most importantly due to lack of motivation. Sitting alone and comfortably in front of a screen, does not give students the incentive to perform like they do in a real classroom. Therefore, language educators should be extremely cautious when designing an online language session taking into consideration the different learning styles of students. When online teaching involves young students, the parent must ensure that the child has understood the instructions well, that they actively engage in the activity the teacher has assigned, etc. Young learners can easily lose concentration and engage in a different activity while the teacher is still online. Online teaching needs to be carefully designed in detail in order to be effective. What is more, all stakeholders, teachers, students and parents should receive proper training before online teaching is implemented. Otherwise, everyone must engage in the degree their knowledge and expertise allow them. Like the famous quote which my father keeps reminding me “Rome wasn’t built in a day”, the same goes for online teaching. Teachers should be patient, because an online course needs time to be properly designed and implemented. Parents need to show understanding and support both to the teachers and their children. Adult students must take responsibility of their own learning, become autonomous learners and trust themselves.  

In conclusion, pressure of using technology has not always proven beneficial. Technology needs to be used as supplementary to face-to-face language teaching which is definitely considered to enhance different aspects of language teaching. Policies and good examples need to be shared by policymakers and educators and implemented accordingly. The primary responsibility of the language educator at this time, should be thinking about how to best use the readily usable tools and materials to support language teaching and learning, taking into consideration the different learning styles of the students and most importantly promoting motivation. 

*Yiola Papadopoulou
English Language Instructor, University of Cyprus
BA (Hons) Linguistics and English Language
Med Information and Communication Technology in Education
Associate Member of the Chartered Institute of Linguists
Member of the 77 board of New Wave – The Other Cyprus

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