Looking for an ideal CALLLS (Computer Assisted Language Laboratory System)

Kazunori Nozawa
Toyohashi University of Technology
(Currently at Ritsumeikan University)

　

Introduction

The purpose of this short paper originated with, and has been motivated by, the idea of describing an ideal CALL/multimedia laboratory system to provide both language teachers with a possible new teaching style and students of foreign languages with a different learning style through multimedia. The system described is one of the few CALLLS (Computer Assisted Language Learning Laboratory System) facilities in national universities in Japan to be solely dedicated to the learning of languages and cultures. It is aimed at replacing the 16-year-old language laboratory (LL) at the Language Center, Toyohashi University of Technology (TUT). It is hoped to describe basic ideas on CALLLS, that is an integrated and networked system of computer laboratory (CL) and LL. The following figures show the difference between CL and CALLLS.

Figure 1: Computer Laboratory (CL)

Figure 2: Computer Assisted Language Learning Laboratory System (CALLLS)　

Basic principles of CALLLS

Methodology for Language Laboratory in general in Japan in the past decades was based more on the aural-oral approach and a Language Laboratory tutor basically controlled everything while students often learned to improve their receptive listening skills with audio tapes. However, the approach has been changing into the communicative one and the advancement of educational technology has contributed to provide different and stimulating learning/teaching styles with more audio-visual-text information. To enhance the performance of a foreign language further, it is of necessity to emphasize sociolinguistic factors such as social status of listeners, relationship, the degree of closeness, speaker's psychological attitude and so on. To accomplish this, it is ideal to provide learners with highly simulation-oriented exercises. This is only possible through the installation of an up-to-date educational technological system, CALLLS.

There are ten pedagogical characteristics why CALLLS should be introduced as follows:

  1. It provides a non-linear approach to language and culture acquisition.
  2. It provides comprehensive input emphasizing long term memory.
  3. Through a natural approach, cycling prediction, presentation and internalization stages it reduces anxiety for learners.
  4. It provides more active and independent or cooperative learning by involving individual learners.
  5. Users learn by using the language in a comfortable environment where immediate feedback is given.
  6. It provides support through help, glossary and possibly translation whenever necessary.
  7. It makes text support often available.
  8. It provides exercises that are mostly individual-oriented or small-group-oriented.
  9. Without hesitancy users can learn others
ﾕ ideas, express their own opinions, and argue various topics.

CALLLS is not to replace the classroom teacher and the learner-centered method is basically applied to language classes. If it is most efficiently implemented, it should complement or enhance the regular activities of the classroom. It certainly reflects current approaches to integration of computers in communicative language learning classrooms involving in more cognitive decision-making processes focusing on meaning stimulated by the computers which provide contextual support.

Linking between LL and computers

From the viewpoint of the audio-visual-information-oriented approach, it is ideal that CALLLS consists of LL, AV equipment and computers that are functionally integrated. In other words, on the master console it should be possible to operate each function independently: AV equipment or LL functions sounds and visuals while computers function data process and network. When computers are not used, the system independently functions as a LL or an AV room.

CALLLS as a multimedia and networked system provides:

  1. a style of autopiloted learning for students to learn on their own level and pace instead of a style of learning the same material in the same pace in a group like a usual classroom setting; that is, after pre-learning sessions they can select a module from a collection of learning modules and learning methods based upon their interest on the display screen. They look at the menu on the display screen, select a program, listen to the sound with a headphone, and learn the material using a motion/still picture or/and text.
  2. teachers to check the chosen programs, the progress of students and instruct them with the sound and materials individually using the network function by changing the teacher's display screen. This is different from the style of LL with the sound communication.
  3. teachers to collect students' data of progress or result and keep them as files that may be analyzed after the classes.
  4. teachers to be able to communicate efficiently and instantly with students via not only the sound but also e-mails or BBS (bulletin board system).
  5. students to send and receive some messages or reports for teachers using the above network function.

　

Planned CALLIS: Room Design and Layout

We wanted a well-designed layout that was fresh and innovative, but we also wanted a clear space in the room for teachers to move students into for physical activities such as small group work.

　

Layout of the CALLLS room

  1. CALL/LL Control Console
  2. Booth desk
  3. Computer
  4. Keyboard and mouse
  5. Cassette tape recorder and headset
  6. Color monitor
  7. Display monitor
  8. Laser printers
  9. Multiport hubs
  10. Teacher's chair
  11. Student's chair

　

Planned CALLLS: Hardware

The planned CALLLS consists of:

  1. a computer set with two 14-inch and color monitors for the teacher;
  2. 2. 54 computer sets with 14-inch color monitors for the students;
  3. a set of local area network (LAN) system (a server, one 17-inch monitor, one electricity backup, one 5.25-inch MO disk drive with a set of system LAN software and 27 RGB monitors for the students;
  4. a set of peripharals (a A-4 size color laser printer and a A-4 size color image scanner for the teacher, 5 A-4 size laser printers for the students);
  5. application software including 55 sets of Quickmail;
  6. a set of LL control console that has instructions in Japanese and English and interactive communication and random access functions with NTSC/PAL- color style VHS and 8mm videos, four 4-track 2-channel stereo cassette tape-recorders, a NTSC-color style LD player and projection panel, one NTSC color 9-inch monitor, and a video caption;
  7. 54 sets of LL equipment for the students (desks and monitors are 27 sets);
  8. additional LL-related equipment (an audio mixer, four loud speakers, and an stereo amplifier)　

Problems and possible solutions

For the setting-up of CALLLS at the Language Center, TUT, I have encountered some problems as the planner. First, the normal cost for setting up an ideal 54 CALLLS booths is more than 100 million yen in retail prices (approximately A$1.33 million) and the actual budget was far below it. Actually the budget given by the Ministry of Education was about the half. However, all the staff at the Language Center felt that the number of booths could not be reduced to less than 50 because of the class size necessary for foreign language teaching at TUT. I basically agreed about such an idea, but I also felt that the quality of CALLLS should not be lowered. Therefore, I had to ask the university authority to aid additional budget to fill the differences and also negotiate with the company which won the right of the installation within the budget. Secondly, because of the limited budget, different budgets were needed both for improving the room where CALLLS was supposed to be installed and for purchasing the necessary basic software. Fortunately, the budget for the room improvement was provided by the university at the end of 1993 academic year and changed the AV room into the free-access room after CALLLS was officially admitted with a part of 1994 TUT budget by the Ministry of Education.

The additional budget (approximately 10 million yen/A$13.33 million) for software was also requested to the Ministry of Education in 1994. However, it was not certain how much budget we could receive at the time of this paper was written.

This costly facility of CALLLS, with its useful software, will have great educational potential. To fulfill this potential, a dedicated and enthusiastic CALLLS coordinator, who can guide both teachers and students to be self-sufficient with the tools, is needed. This coordinator should be active in CAI/CALL, have a fairly good background in computer hardware, educational software, and especially, have experience as a language teacher. However, there are no other teachers except the writer to fulfill the conditions at present. Therefore, it is necessary to train other interested language teachers to replace him when the time comes.

Conclusion

Both students and teachers have obtained the opportunity to the new style of learning/teaching environment with more ease and enthusiasm than they used to have. It is certain that this establishment was a timely one, and that CALLLS will significantly contribute to an improvement in language learning and teaching across not only the university but also the technical or junior colleges throughout Japan that has a strong inter-relationship with TUT. Although we must train or familiarize ourselves with such an innovative system first, we will certainly be able to provide a series of workshops, symposiums, and even conferences for the progressive language teachers or those who are interested in new educational technologies. In addition to language education in general, CALLLS can extensively be used by non-language major teachers for other basic areas such as science, technology, social studies, mathematics, communication, etc.

References

Czerwinski, W. Peter. (1991). "Developing a multipurpose high school student computer room," The computing teacher, May, 19-22.
Gassin, June & Smith, Mike. (1994). "Establishing a multimedia CALL facility," Horwood Language Centre Occasional Papers:
Innovations in Language Teaching, No. 1, The University of Melbourne, 21-32.
Nozawa, Kazunori. (1994). "CALLS (Computer Assisted Language Learning System) no Kochiku," a paper presented at the first HyperMedia Conference held at Sony, Tokyo, February 20, 1994.
Nozawa, Kazunori. (1993). "CAI/CAL/CALL/CALLL towa nanika" In Konpyuta riyo no gaikokugo kyoiku: CAI no doko to jissen compiled by Kenji Kitao and edited by Kazunori Nozawa, Hiroshi Shimatani, & Masayo Yamamoto, Eichosha Co., 2-10.
Shiyosho: Gogaku Kyoiku Joho Setsubi, A detailed document to be required for the planned CALLLS by Toyohashi University of Technology, August 1994.