International Journal Of Language And Linguistics2014
International Journal of Language and Linguistics
2014; 2(4): 32-38
Published online September 10, 2014 (http://www.sciencepublishinggroup.com/j/ijll) doi: 10.11648/j.ijll.s.20140204.15
ISSN: 2330-0205 (Print); ISSN: 2330-0221 (Online)
Review of computer-assisted language learning:
History, merits & barriers
Dara Tafazoli*, Niloofar Golshan
Science & Research Branch, Islamic Azad University, Iran
Email address:
Dara.tafazoli@yahoo.com (D. Tafazoli), golshanniloofar@yahoo.com (N. Golshan)
To cite this article:
Dara Tafazoli, Niloofar Golshan. Review of Computer-Assisted Language Learning: History, Merits & Barriers. International Journal of
Language and Linguistics. Special Issue: Teaching English as a Foreign/Second Language. Vol. 2, No. 4, 2014, pp. 32-38. doi: 10.11648/j.ijll.s.20140204.15
Abstract: With the rapid development of technology, more and more language teachers and learners are eager to use technologies such as computer and the Internet for language learning and teaching. Undoubtedly, the use of technology in education has a positive effect on the achievements of language learners, but it is a necessity to consider all aspects of this application – barriers. This paper provides an overview of the broad information regarding Computer-Assisted Language
Learning (CALL). The focus of the review is on history, typology, phases, merits and barriers of this innovation in language teaching and learning.
Keywords: Computer-Assisted Language Learning (CALL), History, Merits, Barriers, Language Learning and Teaching
1. Introduction
Shifting from pedagogical paradigm is not always necessarily successful. Language teaching and learning has the same position. With the wide spread and development of
Information and Communication Technology (ICT) in our daily lives, technology provides lots of opportunities for language teachers and learners to benefit or suffer from.
Learning a foreign language, such as English, French, etc., has increased in popularity, and
2014; 2(4): 32-38
Published online September 10, 2014 (http://www.sciencepublishinggroup.com/j/ijll) doi: 10.11648/j.ijll.s.20140204.15
ISSN: 2330-0205 (Print); ISSN: 2330-0221 (Online)
Review of computer-assisted language learning:
History, merits & barriers
Dara Tafazoli*, Niloofar Golshan
Science & Research Branch, Islamic Azad University, Iran
Email address:
Dara.tafazoli@yahoo.com (D. Tafazoli), golshanniloofar@yahoo.com (N. Golshan)
To cite this article:
Dara Tafazoli, Niloofar Golshan. Review of Computer-Assisted Language Learning: History, Merits & Barriers. International Journal of
Language and Linguistics. Special Issue: Teaching English as a Foreign/Second Language. Vol. 2, No. 4, 2014, pp. 32-38. doi: 10.11648/j.ijll.s.20140204.15
Abstract: With the rapid development of technology, more and more language teachers and learners are eager to use technologies such as computer and the Internet for language learning and teaching. Undoubtedly, the use of technology in education has a positive effect on the achievements of language learners, but it is a necessity to consider all aspects of this application – barriers. This paper provides an overview of the broad information regarding Computer-Assisted Language
Learning (CALL). The focus of the review is on history, typology, phases, merits and barriers of this innovation in language teaching and learning.
Keywords: Computer-Assisted Language Learning (CALL), History, Merits, Barriers, Language Learning and Teaching
1. Introduction
Shifting from pedagogical paradigm is not always necessarily successful. Language teaching and learning has the same position. With the wide spread and development of
Information and Communication Technology (ICT) in our daily lives, technology provides lots of opportunities for language teachers and learners to benefit or suffer from.
Learning a foreign language, such as English, French, etc., has increased in popularity, and
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