A Balanced Approach to Computer-
Assisted Language Learning
Le Cong Tuan, M.A.
A helpful survey of the advantages and disadvantages, potentials
and pitfalls, of CALL for EFL teachers.
“Technology has revolutionized the way we work and is
Advantages for Teachers
now set to transform education. Children cannot be
effective in tomorrow’s world if they are trained in yes-
The advantages that the implementation of tech-
terday’s skills. Nor should teachers be denied the tools
nology brings about for teachers are of both short-term
that other professionals take for granted.” Those words
and long-term importance. If properly applied and inte-
of Tony Blair (as cited in Lee) highlight the indispens-
grated, computer technology can immediately bring
ability of the use of modern technology in education in
valuable benefits. It allows teachers flexibility in man-
the information age. What would the world be like with-
aging time and activities in the classroom, since they
out the presence of the computer? Since its advent, this
might assign students tasks on the computer. It also
powerful tool has had a very impressive influence over
lightens their workload in preparing lessons, since they
human beings in different disciplines, including educa-
can use ready-made handouts and lesson plans available
tion. In this article, based on the literature and my own
on the Internet. With technology, teachers can also
experience, I attempt to critically assess the advantages
expand the classroom setting. Once computers are
brought in, there exists a new dimension for classroom
and disadvantages of implementing computer technolo-
interactions—not just teacher-student or student-stu-
gy in language teaching.
dent but student-computer. Students in a computerized
“Technology” and “using technology” convey a wide
language laboratory might work with one another and
meaning. “Technology” in this article includes various
with the machines, leaving the teacher to act as a facili-
forms of computer technology, such as the World Wide
tator who provides help only when needed. This is not
Web, e-mail, chat groups, and language learning soft-
to say teachers are completely free, but it means that at
ware. “Using technology” in language teaching thus
least teachers need not give long and tiring lectures or
means employing one or more of these tools as part of
chalk and board lessons. In other applications of tech-
the curriculum, whether inside or outside the class-
nology, such as online courses, the learning situation
room. It might also include teachers exploiting the
could be even more different. Students might stay in
Internet to prepare lessons or students surfing the Web
their rooms and learn their lessons at different times of
for information on their academic interests.
day.
Lee describes computers as ideally suited for
The advantages of using computer technology will
remote learning—remote from the classroom either in
be discussed from the different perspectives of the
location or time.
teacher and the learner. For teachers, there are short-
In addition, teachers’ hard work in preparing les-
term advantages that help make their jobs easier. In the
sons can be made less a burden with the help of tech-
long run, using technology can facilitate their profes-
nology. By accessing the Internet, teachers have an
sional development. For language learners, immediate
abundant collection of materials available for use. They
benefits include opportunities for them to enrich their
can download free, ready-made lesson plans. The World
knowledge. Long-term advantages created by the com-
Wide Web holds plenty of sites designed by teachers
puter are favorable conditions for building up skills and
around the world. These sites are usually non-commer-
strategies necessary for lifelong learning. Disadvantages,
cial and the owners are willing to share materials with
however, include such factors as limited accessibility
other teachers free of charge for academic purposes.
and uncomfortable attitudes toward using technology.
This willingness and “remarkable generosity of spirit”
among professional colleagues is a great advantage.
Teacher’s Edition
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November 2004
Having ample materials at hand, therefore, teachers can
newspapers, to listen to radio, and perhaps even to
choose to spend their time on other work and avoid
watch television and films.
wasting time in the unnecessary “process of reinventing
When they are exposed to various sources of informa-
the wheel” (Felix, p. 31).
tion, students can choose to pick what best suits their
In the same vein, technology makes it possible and
needs and interests. They can also be allowed to work at
convenient for teachers to organize their courses with
their own speed within resources such as self-paced
different aspects integrated. On a self-designed home
learning modules (Kitao and Kitao). Under such cir-
page, for example, teachers can post their syllabus, a
cumstances, individuals’ learning is very personalized,
description of course content, and methods of assess-
which is effective in fostering language acquisition.
ment. In doing so, they learn to be more organized,
Apart from providing information, computers can
which is very important, as Lane and Williamson point
be very motivating. The Internet is indispensably fash-
out that “there is no ‘free wheeling’ or winging it when
ionable and many people have a great zeal to learn to
teaching electronically...Fail to be organized and the stu-
use it. Lee states: “[T]he Internet is seemingly all-perva-
dents will evaluate you severely for that failure.”
sive, and has reached a level of acceptance in the pub-
In the long run when using technology, language
lic’s eyes that means it is almost impossible to escape.”
teachers have more favorable conditions to develop
The Internet is also attractive because it offers a variety
themselves professionally toward a “well-rounded teach-
of topics to satisfy a diverse audience. According to
ing approach” (Felix, p. 15). By subscribing to a mailing
Shneiderman, Websites are also appealing because they
list, for instance, teachers of English can exchange ideas,
are full of pictures, photos, sounds, animations, interac-
opinions, and experiences. They can keep up with new
tive pages, and video clips, transforming learning into a
trends in foreign language teaching. Keeping up-to-date
multifaceted, enriching, and memorable experience
is essential—teachers themselves should be nonstop
(cited in Gitsaki and Taylor). In addition, he states that
learners. The world changes rapidly, but news concern-
even a simple, successful Web search can leave students
ing it is instantly accessible online, which makes the task
with a sense of achievement, personal fulfillment, and
of keeping up in one’s field much easier. According to
increased self-confidence. With technology, language
Lane and Williamson, a professor cannot use lecture
learners can practice real-world communication. The
notes from ten years ago because students will kinds of people they can interact with are varied in age,
immediately notice. It is asserted that if teachers do not
culture, geographical location, and many other factors.
stay current in the knowledge base of their subject area,
The needs for interaction are also natural and realistic. In
they will quickly be exposed as trying to “sleepwalk”
exchanging e-mails, for example, students can choose to
through a course. In general, by means of technology,
communicate with people with whom they share some-
teachers can stay informed of current trends in their
thing in common. Students will have a real purpose and
fields of specialization and share experiences with col-
desire to interact. In fact, the Web offers a wide variety
leagues worldwide, thus gradually building up their
of experiences, beyond the confines of a curriculum
professional expertise.
(Felix). Language use is not restricted within the class-
room, but spreads outside, making learning an ongoing
Advantages for Students
process (Berge and Collins).
In the long run, technology can help shape active
For students, positive results from using computer
studying habits and develop in students learning skills
technology can also be viewed from short-term and
and strategies necessary to become autonomous
long-term perspectives. Short-term advantages include
learners. Exposed to the computer and its applications,
the knowledge they gain immediately and directly from
students have opportunities for skill practice. Gitsaki
technology.
Through technology, students can be
and Taylor (p. 143) point out that in teaching and
exposed to a great deal of up-to-date information and
learning English,
authentic language. Felix argues (p. 31):
using the Web in the classroom gives students the
[N]o language classroom need ever complain about
chance to practice reading English, skimming and
the lack of access to authentic material when the Web
scanning, synthesizing information and formatting
allows students to visit the target country with its cities
text, learning new words and collocations, and being
and museums and other cultural sites, to read involved in writing projects as well as speaking-
Teacher’s Edition
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November 2004
oriented tasks, sharing the information they found on
that “a significant number of administrators, teachers,
the Web orally with their classmates.
and students still resist using computers, and believe
that computers can complicate classroom life” (p. 362).
Moreover, including technology in the curriculum helps
Another disadvantage is that technology does not
students gradually become computer literate while they
always work perfectly. Technical breakdowns occur
are learning language. Computer literacy is important
from time to time, which is problematic for teachers as
because according to Gitsaki and Taylor, the Internet has
they are not necessarily skillful technicians. Some teach-
become an indispensable part of our life. Also, with
ers are thus afraid of using computers because the tech-
technology, students can learn to be more active, inde-
nology might let them down at key moments. As a con-
pendent, and collaborative. They can learn to be more
sequence, they have a
responsible for them-
selves as computer-
negative feeling about
assisted learning is
using it in their class-
more resource-based,
room.
This negative
giving students free
feeling, called “comput-
choice in more aspects
er anxiety”
(Beller-
of their learning
Kenner) or “technopho-
(McManus).
Given so
bia”
(Beller-Kenner;
much freedom, they
Jones and Fortescue),
have to learn to be self-
is actually a serious
motivated, self-directed,
cause of the restricted
self-determined,
and
use of technology in
©2004 Brian Fisher
controlled.
In other
education.
words,
technology
Another drawback of
helps enhance autonomy in learning (Warchauer,
technology, particularly of the Internet, is its volatile
Turbee, and Roberts, cited in Gitsaki and Taylor). Just as
nature. When lines are busy, access to the Web is very
important, through using technology they can build up
slow and downloading may be impossible. This is why
a love for lifelong learning. Lane and Williamson state
“WWW” can be ironically interpreted as “World Wide
that when a course ends in a traditional sense, learning
Wait”(Felix).Another problem is the Web’s over-richness
in that subject ends also, but with technology-enhanced
in information.
With ample choices of links and
language learning, students can continue to access infor-
Websites that seem to offer the information needed, at
mation and practice skills after the course has ended.
times people may feel confused as to which to select. At
other times, they may be taken away to unexpected
Disadvantages
pages with irrelevant information. Exploring one site in
detail is time-consuming; exploring all available sites is
There are, however, disadvantages to using comput-
not advisable and impossible in practice (Felix). This
er technology in language teaching. As far as finances
problem keeps growing because the number of sites is
are concerned, it is not cheap to equip schools and insti-
always mounting.
tutions with facilities sufficient to integrate technology
An additional problem has to do with using search
into the classroom. This fact restricts access to technol-
engines. Though search engines are undeniably helpful,
ogy for students in developing countries, including
they can end up disappointing users. They may list hun-
Vietnam. In reality, many schools cannot afford technol-
dreds or thousands of pages, very few of which are rele-
ogy and investment in this field is of little or no priority.
vant to one’s need. Concerning this problem, Felix crit-
White laments that “language teachers are ‘last in the
ically claims that “search engines do not provide a great
queue’ to gain computer access.”
deal of help in this environment, because the problem is
Together with the lack of financial support, the lack
not to identify the myriad of sites available, but to evalu-
of understanding by administrators and teachers about
ate them and discover not only what each does but also
the relevance of computers in language education is
how well it does it” (p. 30).
another major problem. Some teachers doubt the effec-
Another disadvantage of using technology in lan-
tiveness of modern technology. Beller-Kenner mentions
guage teaching is its inhuman nature.
Too much
Teacher’s Edition
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November 2004
technology results in a lack of face-to-face communica-
Kitao, K., and S.K. Kitao. “Using the Internet for Teaching
tion. Students may feel isolated from their teachers and
English.” http://ilc2.doshisha.ac.jp/users/
classmates. Among many other authors, Underwood
kkitao/online/internet/art-use.htm, accessed 15 May
admits that computers are thought to be “rigid and inhu-
2002.
man” (p. 95). By the same token, referring to distance
Lane, K.E., and D. Williamson II. “Teaching Via the
education, Burgan (cited in Lane and Williamson) argues
Internet: Idealism and Reality.”
that “the methods of distance learning often lead teach-
http://www.hehd.clemson.edu/SRCEA/YrBkvlnl/
ers to abandon our students to their own devices at
Lane.htm, accessed 5 June 2002.
exactly that stage in their learning when they most need
guidance, exhortation, and demanding critique from us.”
Lee, S.
“Online Teaching: Tools and Projects.”
h t t p : / / i n f o . o x . a c . u k / j t a p / r e p o r t s / t e a c h i n g /
Conclusion
chapter1.html, accessed 5 June 2002.
McManus, B.F.
“Creative Teaching With Internet
Applying technology to language learning and
Technology.”
http://www.vroma.org/~bmcmanus/
teaching can bring about many advantages. This can
presentation/loyola.html, accessed 6 June 2002.
result in many benefits for teachers and learners alike.
Implementing modern technology in the classroom is in
White, P. “Language and Technology in Schools – The
fact not only an investment for benefits that can be
Logistics.” Unpublished document, NLLIA Language and
measured right away, but also an investment for the
Technology Center, University of Queensland, 1996.
future. Although problems in utilizing technology in
Underwood, J.H.
Linguistics, Computers, and the
language teaching do exist, the advantages still Language Teacher – A Communicative Approach.
outweigh. The ideas presented in this article might help
Newbury House, 1984.
language teachers think through using technology
alongside their traditional teaching. The question is how
OOOOO
to integrate technology into the curriculum properly so
Le Cong Tuan (M.A., Applied Linguistics, University of
as to minimize the drawbacks and best facilitate
Queensland) has been teaching English at Can Tho
students’ learning.
University since 1995. His interests include using multi-
media and computer technology in language teaching.
References
OOOOO
Beller-Kenner, S. “CALL Issues: Introducing Students to
Computers.” In CALL Environment: Research, Practice,
and Critical Issues. Ed. J. Egbert and E. Hanson-Smith.
TESOL, pp. 326-385, 1999.
Berge, Z., and M. Collins.
Computer-Mediated
Communication and the Online Classroom in
is a publication and service of
Distance Learning. Hampton Press, 1995.
Felix, U. Virtual Language Learning: Finding the Gems
Amongst the Pebbles. Language Australia, 1998.
---. “Exploiting the Web for Language Teaching: Selected
Approaches.” RECALL 11 (1), pp. 30-37, 1999.
Subscriptions are complimentary for
teachers at universities, colleges, and
Gitsaki, C., and R.P.Taylor. “Bringing the WWW Into the
foreign language centers throughout
ESL Classroom.” In CALL and the Learning Community.
Southeast Asia.
Ed. K. Cameron. Elm Bank Publications, pp. 149-159,
1999.
For more information about ELI,
Jones, C., and S. Fortescue. Using Computers in the
please see page 56.
Language Classroom. Longman, 1987.
Teacher’s Edition
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November 2004
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