CALL is defined by Davies as “an approach to language teaching and learning in which computer technology is used as an aid to the presentation, reinforcement, and
assessment of material to be learned, usually including a sustainable interactive element.
17
In addition, Maley stated that CALL is the newest in the several of
modern language learning aids which began with gramophone.
18
So, CALL is a process that uses a computer and, as a result, it improves l
earner‟s language.
2. Types of CALL
Types of CALL programsmaterials include from ICT4LT Module 1.4
19
: a.
CALL-specific software: applications designed to develop and facilitate language learning, such as CD-ROMs, web-based interactive language learning
exercisesquizzes see CD-ROM examples for language learning b.
Generic software: applications designed for general purposes, such as word- processors Word, presentation software PowerPoint, see an e-book made by
students Many Moons, and spread sheet Excel, that can be used to support language learning see examples of using Excel for language learning
teaching Also see Microsoft Office Online Templates c.
Web-based learning programs: online dictionaries, online encyclopaedias, online concordances, newsmagazine sites, e-texts, web-quests, web publishing, blog,
wiki, social networking sites, etc. d.
Computer-mediated communication CMC programs: synchronous - online chat; asynchronous - email, discussion forum, message board, etc.
17
Mahdi, op.cit., p.192.
18
David Herdisty and Scott Windeatt, CALL: Resource Books for Teachers, Oxford: Oxford University Press, 1989, p. 3
19
Davies G., et al., “Introduction to Computer Assisted Language Learning CALL; Module
1.4 in Davies G. ed.”, Information and Communications Technology for Language Teachers
ICT4LT. Slough: Thames Valley University. 2012. Available at: http:www.ict4lt.orgenen_mod1- 4.htm, accessed on 23-01-2014.
D. Social Networking Sites
As can be seen above, social networking sites SNs is one of CALL types which involves in web-based learning programs. Rigby said that social networks have
become places where young people spend a considerable part of their lives.
20
In these places, they create identities, make friends, share the idea, and so on. Moreover, Boyd
and Ellison in Harrison and Thomas ‟ article define SNs as web-based services that
allow individuals to: 1 construct a public or semi-public profile within a bounded system, 2 articulate a list of other users with whom they share a connection, and 3
view and traverse their list of connections and those made by others within the system.
21
Hence, SNs is web sites for everyone who has same interest in particular things where they can create their own profile, discuss their favourite topic, and
connect by making connections through individual or groups. The term “same interest” can also be used for “same objective” in foreign
language classes. There are self-expression and social interaction in SNs, some of the most important contexts for language use, which can be created or imitated by
teachers in foreign language FL classrooms to enhance language acquisition. SNs are also popular among the learners. This makes SNs attractive possible sites for FL
practice. If the teachers involve the pedagogic material in SNs activities as FL
experiences, students can be more motivated and spend more time on the FL tasks. Then, it can be used for communicating and connecting with others in the second
language L2 or FL through a class which learners will become well poised to establish relationship with other speakers of L2 via SNs in the future and to become
20
Ben Rigby, Mobilizing Generation 2.0: A Practical Guide to Use Web 2.0, San Francisco: Jossey Bass, 2008, p. 59.
21
Richard Harrison and Michael Thomas, “Identity in Online Communities: Social
Networking Sites and Language Learning ”, International Journal of Emerging Technologies Society
7, No. 2, 2009, p. 111.
