CALL: Pedagogy and Challenges

Successful implementation of CALL depends on its ability to empower the language teacher to implement specific pedagogical tasks that are difficult to execute in other environments (Pederson, 1986).
Salaberry (2001) looked retrospectively at the various technologies by analyzing technology-related articles that have been published in the Modern Language Journal since 1916. He raised concerns about the implications of misusing technology in the language classroom, maintaining that the most important challenge posed by technology is identifying its educational objectives. Wyatt (1987) agrees that it is important to distinguish between the medium and the approach. He claims that in order to successfully use computers in the language classroom, it is vital to view the computer only as a tool not to be associated with a particular pedagogical approach.
When computers were first introduced to the language classroom, it was believed that a major revolution in the field of ESL was underway. Teachers and language scholars quickly embraced this modern innovation. Therefore, the need for pedagogical scrutiny was often overlooked. Recently, however, there has been a major shift in regards to how technology in general is being perceived within the context of second language acquisition. Today, CALL has replaced computer assisted language instruction (CALI) as the latter was mainly used for drills and rarely as a tool for meaningful instruction (Underwood, 1984). Despite this fundamental shift, CALL is still far from being recognized as capable of delivering the pedagogical benefits it often promises.
Garrret (1991) argues that there is no simple answer to the question of whether or not using computers can actually help in the process of language acquisition. He believes it is not feasible to conduct large-scale research to account for all the variables that might affect the outcome of such a study. Therefore, there is a need for specific and targeted research that addresses a specific technology, within a specific learning context and focusing on a specific population. Such an approach has the potential of maximizing our understanding about how aspects of a specific technology can be of relevance to the language learner. In the case of podcasting, what is needed is an understanding of the conditions under which the process of learning is effective, while taking into account individual learner goals and learning preferences. This study attempts to answer fundamental questions which relate to how learners perceive podcasting and interact with it before making a case for actual language gains.
Concerns about the effectiveness of CALL stretch beyond pedagogical issues. Studies have indicated that although language teachers are often enthusiastic about using technology to enhance their teaching, a lack of teacher development programs and time dedicated to experimentation hinder instructors’ skills and knowledge (Shelly, 2000). Another major barrier in getting teachers to use technology is that each of those teachers is at a different level of technology competence (Glenn, 1997). While some are barely able to start a computer; others, have achieved a high level of computer knowledge and have acquired sophisticated technology skills. This often creates very difficult decisions for schools and language programs about how much professional development is needed for teachers. Even though podcasting is relatively a new concept, it does not require high levels of technological competence in order to use it due to its user-friendly recording and playing features that resemble those of the traditional cassette player. Recorded audio segments can be easily published to a variety of online services such as ITunes (www.apple.com/itunes) or Podomatic (www.podomatic.com) for sharing and distribution.