The History of CALL

Computer-assisted language learning (CALL) is defined in a seminal work by Levy (1997: p. 1) as "the search for and study of applications of the computer in language teaching and learning". CALL embraces a wide range of information and technology applications and approaches to teaching and learning foreign languages, from the "traditional" drill-and-practice programs that characterised CALL in the 1960s and 1970s to more recent manifestations of CALL, e.g. as used in a virtual learning experience and Web-based distance learning.

For the following is a brief history of CALL and its development in education.

• The Creation of CALL in the Internet.

The use of Communication in Technology became substantially wide for the computer users. They can search through millions of files around the world within minutes to locate and access authentic materials. Here is the time when the World Wide Web (WWW) steeped forward.

• The Applicable of CALL 

Michael Levy (1997) conceptualizes CALL as the use of a computer according to the functional roles of tutor and tool in Language Learning / Teaching

• The Innovation of CALL in Multimedia

In last of 1990, the innovation of technology started with the use of Multimedia. It allows media such as text, graphics, sound, animation, and video to be accessed on a single machine.

• The First PC improving CALL

The first coming of the personal computer (PC) brought computing within the range of a wider audience.

• The First Introduction of CALL

The history of CALL began in the 1960's with the introduction of the PLATO system, which is developed by the University of Illinois to drill and practice materials.

• The Integration of CALL

Here is the time when the integration of CALL began. There are important technological developments of the last decade; They are multimedia computers and the Internet.

• CALL and Comminucative Approach

This phase became prominent since in the '70s until '80s that lean on communicative approach teaching. Several types of CALL programs were developed and used during this phase. First, there were a variety of programs to provide skill practice, but in a non-drill format. Secondly, as communicative activities, it involved the computer as stimulus. In this case, the purpose of the CALL activity is not so much to have students discover the right answer, but rather to stimulate students' discussion, writing, or critical thinking. Then, it did involved the computer as tool. In this role, the programs do not necessarily provide any language material at all, but rather empower the learner to use or understand language.

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