First, the use of CALL to support in language learning
provides students with the authenticity of the input. At this point, students
can have an opportunity to interact one or more of the four core skills, namely
listening, speaking, reading, and writing because they have to use or produce
text meant for an audience the target language, not the classroom (Garrett,
1982) Teachers can use CALL to provide easy authentic access to a variety of
language learning resources and multimedia components of dynamic and such as
input in all areas of language that teachers could not offer without additional
teaching aids.
Second, in
alignment with the output hypothesis as articulated by swain (1995), CALL,
especially computer mediated communication or CMC, helps encourage foreign
language learners to produce comprehensible output. That is, interaction
through CMC learners to receive input, to use feedback to monitor their
language, a to produce output that becomes input for other learners
(Egbert).
Third, since language learners have different purposes, and
classroom teachers might not be able to have way of responding to
their purposes. CALL is able to provide learners with the kinds of
information and support that they require to complete individual tasks and to
respond to the diversity of learner needs even within a single classroom
structure.
Advantages and Disadvantages of CALL
Advantages
• Interest and motivation
• Individualization
• Appropriate learning style
• Effective use of learning time
• Immediate feedback
• Error analysis
Disadvantages
• Less-handy equipment
• Economical factors
• Lack of trained teachers
• Insufficient speaking programs
• Inability to handle
unexpected situations
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