As regards benefits of CALL software, Sciarone and Mcijcr (1993, quoted in Barr. 2004).
suggested that ""(\4LL programs can be used for quite tedious tasks such a\ /caching grammar and vocabulary acquisition'' (p33). CALL programs will never tire, unlike human teachers, and can be used repeatedly. Barr added that when students use CALL packages, the teacher therefore has more time to devote to preparing other types of classes, concentrating on specific problems they may have. In addition, CALL has a certain academic value. Many modern programs make effective use of graphics and color and recorded sound: they are therefore eye- catching, which make students be attracted to the programs that teach tedious areas of language learning. This view is further reinforced by Galavis (1998), who claimed that "Video, pictures, and sound presented by computers stimulate sight and hearing simultaneously in a way traditional resources do not'''
Galavis goes on to state that CALL software programs may provide considerable input and a wide variety of registers and accents. They ""provide access to authentic materials". Pacoex (1997) also maintains that CALL software is able to offer comprehensible input, which is necessary for the taking place of second language learning. Hie software utilize a multi- sensory collection of text, sound, pictures, video, animation and even hypermedia which provide meaningful contexts to facilitate comprehension.
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As far as the researcher o f this study is concerned, the benefits of using computer software in EFL teaching and learning are as follows:
The first benefit for using language learning software is the great level o f convenience it provides. The software allows students to have a language expert available when they want them to be. In other words, students can use C A L L anywhere outside the classroom, in areas of self-study.
Another major advantage is that by learning a foreign language using software, students can develop their own autonomy by going at the pace that suits them best and choosing the most appropriate learning styles and strategies.
C A L L software can also take a load of pressure off students. It can be frustrating and embarrassing to struggle learning a language in front of others that are learning it rather easily.
When students learn at home, there is no pressure and no one to feel timid around while learning.
Moreover, most o f the software for language learning comes along with interactive audio lessons, and even speech recognition software for pronunciation. The more advanced software offerings even come provided with an interactive forum where students can interact with a particular language professional and fellow students. All these characteristics help students to immerse in authentic materials and expose to native speakers.
It is due to these benefits o f using software in language learning and teaching that the researcher, as a teacher o f English o f Foreign Language Department at Hong Due University.
decided to exploit the software to teach pronunciation to her first-year English majors.
1.7. Limitations of C A L L software in EFL learning and teaching
Beside the precious benefits that C A L L programs can bring to language learning and teaching, there reveal certain limitations that teachers should take into consideration when choosing these programs to integrate into their lessons.
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As Graham Davies points out, in his article on history of C A L L , that these programs are not suitably spontaneous (2000). In other words, they do not yet have the ability to react to the unforeseen. It students do not understand the mistakes they make, the help sections that many C A L L packages provide are limited by the information that the programmer has fed into the help section database. They cannot address questions that have not been pre-programmed.
Moreover, ""it appears that CALL systems have insufficient technological capability to recognize and respond to the human voice" (Ehsani and Knodt, 1998 quoted in Barr, 2004).
Students cannot yet conduct a conversation in a foreign language with a computer: human contact is required for this type o f interaction. Galavis (1998) agrees on this fact when he states that computers do not provide some important features of real communicative exchanges as well as the sense o f cooperation that can be found in class with a teacher. Lee (2000) also stated that there is a lack of high quality software.
To a certain extent, these limitations can be reduced in a number o f way.s. Levy (1997:231) argues that it is importance for language teachers to have a more direct role in the production o f C A L L software, thereby, ensuring the pedagogical relevance o f these programs. In addition, all the software programs should be carefully checked before being used.
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