In America the computer- based introductory courses in the 1960s were pioneering projects in CALL, and were referred to as computer Assisted Instruction (CAI) The 1980s have witnessed the spread of computers both in educational institutions and in people's homes. Since the beginning of the '80s computers have also found their way into many schools. CALL software has also become more readily available on the market (Ittelson: 2000). The emergence of inexpensive computer technology and mass storage media, including optical videodiscs and compact disks, has given instructional technologists better tools to work with.
Compact disks are used to store large amounts of data, such as encyclopedias or motion pictures. In CALL centers with computers and software such as CD-ROM, CD-I, or videodiscs, a student who is interested in a particular topic can first scan an electronic encyclopedia, then view a film on the subject or look at related topics at the reach of a button. Thus, such learning centers present students with the advantages of reference materials and popularize computer-aided instruction. The computer laboratory has become an integral component of foreign-language programs in most educational institutions (Hardisty & Windeatt: 1989). Computers have been used for language teaching for more than three decades. According to Warschauer & Healey (1998) the history of CALL can be divided into three stages: behaviouristic CALL, communicative CALL and integrative CALL. Each stage cor responds to a certain pedagogical approach. 3.1.1
Behaviouristic CALL It was formed in the late 1960s and used widely in the 1970s under the influence of Audio-lingual teaching method. In this stage of CALL, repetitive language drills, referred to as drill - and practice were used. The computer was seen as a mechanical tutor who never allowed students to work at an individual pace, which hindered motivation. Further, it included extensive drills, grammatical explanations and translation at 198various intervals (Warschauer & Healey 1998). 3.1.2
Communicative CALL It was the period of the 1980s. This period was the time that behaviouristic approach to language teaching was being rejected at both theoretical and pedagogical level, and also personal computers were creating greater possibilities for individual work at school. Communicative CALL corresponded to cognitive theories which stressed that learning was a process of discovery, expression and development. Under the influence of Communicative Language Teaching defendants of communicative CALL argued that computer based activities should focus more on using forms. Software developed in this period included text reconstruction program and simulations. In communicative CALL, the focus was not so much on what students did with the computer, but rather what they did with each other while working at the computer. 3.1.3 Interactive CALL By the 1990s communicative CALL began to be criticized.
New second language acquisition theories and socio-cognitive views influenced many teachers and lead them to use more social and learner-centered methods. This time, emphasis was put on language use in authentic social contexts. Task-based, project-based and content-based approaches all sought to integrate learners in authentic environments, and also to integrate the various ski l l s of l anguage l e a rning and us e .
In integrative approaches, students are enabled to use a variety of technological tools as an ongoing process of language learning and use rather than visiting the computer lab once a week basis for isolated exercises. SOURCE http://dergipark.ulakbim.gov.tr/jlls/article/viewFile/5000084154/5000078253
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