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Conceived in the 1950s and implemented in the 1960s and 1970s, the computer played the role of tutor, serving mainly as a vehicle for delivering instructional materials to the learner. Drill-and-practice programs were a prominent feature of this phase.
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The PLATO project, initiated at the University of Illinois in 1960, is an important landmark in the early development of CALL .Courses were taught in a range of subjects, including Latin, chemistry, education, music, and primary mathematics. -
In this phase, which became prominent in the 1970s and 1980s, the computer continued to be used as a vehicle for practicing language skills, but in non-drill format and with a greater degree of student choice, control and interaction.
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The introduction of multimedia CALL meant that reading, writing, speaking and listening could be combined in a single activity, with the learner exercising a high degree of control over the path that s/he follows through the learning materials.
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The Internet and the world wide web began to catch on as businesses, schools, and individuals create web pages. New graphics and multimedia tools are developed for the delivery of information and instruction using the Internet; many schools are rewiring for Internet access; a few schools install web servers and provide faculty with a way to create instructional web pages.
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The growth of the internet expands far faster than most predicted. It soon becomes the world's largest database of information, graphics, and streaming video making it an invaluable resource for language educators
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The literature reveals that learners at different levels of language proficiency use mobile devices, particularly smartphones, for language learning purposes. This usage appears likely to increase as more teachers learn how to better leverage mobile technology to achieve desired language learning outcomes and as learners become more adept at designing their own learning activities
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Inspired by AI (artificial intelligence) technology, the research and development of RALL started around 2004 in a small number of Asian countries. Robots have since proven to be an effective tool for motivating children to learn in foreign language learning contexts where it is often difficult to find native-speaking teachers of the target language