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Suvorov & Hegelheimer’s article provided an investigation into computer-assisted language testing, or CALT. According to the article, CALT includes computer-adaptive testing, multimedia use in language test tasks, and automatic response analysis. The article states three primary motives for using technology in language testing: efficiency, equivalence, and innovation. CALT can be linear, adaptive, or semi-adaptive. Students’ performance on computer-delivered language tests can be evaluated by human raters and/or by computers. CALT has numerous possibilities including developing innovative and authentic tests and better accommodating students with disabilities.

An interesting concept discussed in the article was automatic scoring. The article states: “we are not ready yet to use automated scoring alone for speaking and writing in high-stakes decisions.” However, one can clearly see the advantages to automated scoring in assessments, especially in regards to reducing bias and increasing consistency in scoring across all participants. I look forward to reading more about the development of this technology and its possibility to vastly change the future of assessment scoring.

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The article by Vorobel & Kim reviewed twenty-four research articles published between 2005-2010 on second/foreign language teaching in distance education. The article defines distance education as “learning which normally occurs in a different setting from teaching and as a result frequently uses special methods of communication by electronic and other technology.” Distance education also embraces many types of learning and teaching such as: open learning, distributed learning, and networked learning. Many students are turning to distance education due to its flexibility in regards to time, place, space, and pace.

Surprisingly, of the twenty-four articles studied, only one involved language learners in a high school setting, while the rest comprised of adult learners. While the study of adult learners is also important, there is a clear need for further research, which can target elementary and high school students. Also interesting to note was the article’s finding that “online foreign language courses yield a higher level of students’ satisfaction over time compared to face-to-face courses.”

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Early in the course, the required reading by Tafazoli & Golshan (2014) allowed me to explore the history of CALL, which can be roughly separated into three phases, each of which relates to certain level of technology and pedagogical level. Firstly, behaviouristic or structural CALL was implemented in the 1960’s and 70’s and consisted mainly of “drill and practice” exercises. Communicative CALL took place from the 1980’s to the 1990’s and placed an emphasis on developing the student’s intrinsic motivation and fostering interactivity. This CALL approach aided learner’s communication skills through conversations, written tasks, and critical thinking. Integrative CALL began in the 2000’s and its aim was to overcome obstacles of language learning and teaching and as such, optimize opportunities for integrating new technologies into the classroom. This phase continues into the modern day.

It was truly surprised to discover that CALL instruction was first used in the 1950’s with behaviouristic/structural CALL beginning in the 1960’s. Having taken a number of language courses throughout my educational journey, it is quite shocking this term was not mentioned or more importantly, the technology was not used in the classroom.