Task 1
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Answer the question.
Task 2
Read the text, and decide what heading you could give to each paragraph. Write them down.
Tutorial CALL: Language Practice with the Computer
A
The concept of practice has always been central to second-language development, drawing on the notion that repeated engagement with a skill leads to mastery. Tutorial CALL (Computer-Assisted Language Learning) focuses on the learner’s direct interaction with a computer for language practice, contrasting with other forms of CALL that emphasize communication through technology. Despite misconceptions associating tutorial CALL with outdated, behaviourist approaches, it continues to play a significant role in structured language learning. This summary of the article by Mathias Schulze, which features in The Bloomsbury Handbook of Language Learning and Technology (2024), explores the evolution, current applications, and future directions of tutorial CALL, emphasizing its role in facilitating language practice through feedback, guidance, and adaptivity.
B
The necessity of systematic practice in language acquisition has been supported by Skill Acquisition Theory and empirical research, suggesting that practice is essential for effective L2 development (Lyster & Sato, 2013; DeKeyser, 2010). Tutorial CALL enables structured and repetitive practice, which is vital for skills automatization, making it easier for learners to engage in fluent communication without focusing on every language element. Unlike natural interaction, tutorial CALL provides targeted exercises that help learners internalize language patterns. According to DeKeyser (2010), effective practice should not be confined to rote repetition but should be integrated into meaningful activities such as role plays, task-based learning, and game-based exercises. Tutorial CALL supports this by offering tailored, just-in-time practice activities that align with learners’ needs and language goals.
C
The early stages of tutorial CALL date back to the 1960s when language learning through computers began with simple drill-and-practice software. Initially, these programs were influenced by behaviorist models, where feedback was limited to binary right-wrong evaluations (Annett, 1969). As CALL evolved, these applications expanded to include various forms of practice activities such as multiple-choice, fill-in-the-blank, and reordering tasks. However, the integration of multimedia elements in the 1990s marked a shift. With the advent of hypertext, graphical user interfaces, and the Internet, tutorial CALL systems began to incorporate images, audio, and video, enhancing the learning experience. Although modern CALL has seen a shift towards communicative approaches, tutorial CALL remains relevant, especially in self-paced and structured learning environments (Hubbard & Siskin, 2004).
D
One of the key features of tutorial CALL is the ability to provide immediate, individualized feedback. Early systems relied on string-matching techniques, which had limited capabilities for providing nuanced feedback. Despite these limitations, researchers such as Schulze (2003) and Heift (2004) have developed more sophisticated methods, including pattern mark-up and error anticipation. The evolution of Intelligent CALL (ICALL) has further enhanced feedback mechanisms, incorporating Natural Language Processing (NLP) to analyse learner input and offer corrective feedback. For example, NLP-based systems can detect common learner errors and provide explanations or hints, thus supporting language awareness and facilitating language acquisition. However, the complexity of error detection remains a challenge, as language learners’ mistakes can be highly varied and context-dependent.
E
In addition to feedback, tutorial CALL offers guidance that helps learners navigate practice activities. Early approaches utilized branching techniques, adjusting the difficulty of tasks based on learner performance. Modern tutorial CALL systems have refined this concept, incorporating learner models to personalize the learning experience further. These models track students’ progress over time, enabling systems to adapt instructional content to suit individual learning needs. For instance, a learner struggling with verb conjugations might receive additional exercises tailored to that particular area, while another learner might progress to more complex language structures. This adaptivity ensures that learners are neither overwhelmed nor bored, maintaining their motivation and engagement with the language.
F
Despite criticisms of being overly focused on grammar drills, tutorial CALL can be integrated into broader, communicative language-learning frameworks. For example, pre-task priming in task-based learning allows students to engage with specific grammar or vocabulary through tutorial CALL activities before using those structures in communicative tasks. This approach aligns with structural priming, where prior exposure to certain language patterns increases the likelihood of their use during interaction (Shin & Christianson, 2012). Similarly, tutorial CALL has been incorporated into game-based learning environments, where language practice is embedded within engaging, interactive contexts. The use of games and gamification in CALL not only boosts learner motivation but also provides a meaningful context for language use, combining practice with authentic language interaction (Rueckert et al., 2020).
G
Looking ahead, there is a need for more research into how tutorial CALL can be integrated seamlessly with other teaching methodologies, such as project-based learning and digital game-based learning (Schulze, 2010; Dooly & Sadler, 2016). As technology continues to evolve, the integration of robust NLP technologies and aligned corpora can enhance the feedback and guidance capabilities of tutorial CALL systems, making them more responsive to the nuances of learner input. The potential for longitudinal research to track the impact of tutorial CALL on learners’ language development also holds promise, particularly with the ability to analyse large datasets over time (Meurers, 2013). Moreover, the gamification of learning environments remains a key trend, offering new ways to engage learners and enhance their language practice through interactive digital experiences.
H
Tutorial CALL represents a significant aspect of technology-supported language learning, providing opportunities for systematic, individualized language practice. While early applications may have been limited by behaviourist designs, the integration of advanced technologies has expanded the scope and effectiveness of tutorial CALL. Through features such as immediate feedback, adaptive guidance, and multimedia support, tutorial CALL continues to support language learners in building fluency and confidence. Future advancements in AI and NLP will likely further improve its utility, making it a valuable tool in a diverse range of language-learning contexts. Despite the shift towards communicative and interactive models of language teaching, the structured, systematic nature of tutorial CALL ensures its enduring relevance in language education.
Task 3
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