Chapter 2- A Brief History of CALL

In the 1950's computers were big and it was hard to be able to use one since they were very expensive, only universities had some and not enough.  The use of computers for language learning was not very common, even though tools like the ones used to translate became useful.  It all started in the three most important and recognized universities: Standford, Dartmouth and a last one; they developed a CALL program which was used to teach Russian, more languages were involved later.

An application appeared after that, the PLATO (Programmed Logic/Learning for Automated Teaching Operations), which made a combination of approaches used in CALL programs from other universities but also focused a lot in using a grammar translation approach.  They translated Russian scientific documents, "their work in language teaching and learning included grammar explanations, vocabulary drills, and other drills and translation tests over a course of sixteen lessons requiring 70 hours to complete".  Some of the tools used in that approach are still used.

With simulations or tasks they taught students not to be afraid of being wrong and that they had to continue practicing even if they weren't good, but that they would learn from those mistakes.  They would also create real situations and scenarios using "multimedia-enhanced CALL" using realia and videos, this let students experiment in real life situations.  

Microcomputers were sold in 1975 so more applications were developed although they weren't that good yet, their processing capacity was of 16K.  Now we have extremely powerful computers compared to those, they are also more accessible, so we are able to have one easier and use it as a tool.  In 1989 Macario was developed, a program to learn Spanish at Brigham Young University.  

The ALLP which began in 1983 explored the role of the computer in education, from here, the "No Recuerdos" and "Recognizing Phillippe" were also developed; they were programs which let students enroll into simulations, games and other language simulations.

The Macintosh from Apple appeared in 1984, it had icons and a graphical user interface, a program was developed from here too, the HyperCard.  It was easy to manage and facilitated students and teachers' learning and use easier.

In the 1990's Murray, Morgenstern and Furstenberg provided guidelines which were useful in "multimedia learning environments" they were:

1. The multiplicity of protagonists.

2. Multiplicity of plot events.

3. Knowledge-based choice points.

4. Choice-points based on temperament of the learner.

5. Whimiscal surprises.

6. Multimedia for presentation.

7. Intrinsic rather than extrinsic rewards.  

As a conclusion, it was practically impossible for students and teachers to have the facility that we now have to have access to a computer and use it for many purposes, entertainment, researching, etc.  Using computers and the programs or applications for language learning has been of great help, since students may interact with language in many different ways.