❤Behavioristic CALL
Most of CALL programs in this phase entailed repetitive language drills-and-practice activities. Taylor (1980) referred to drill and practice courseware as a tutor presenting drill exercises without feed-back component. In this regard, the computer serves as a vehicle for delivering instructional material.
❤Communicative CALL
The focus of CALL in this phase is placed on using the language or functions rather than analysis of language forms. The first communicative CALL software continued to provide students with language skill practice, but not in a drill format like in the first phase. In other words, computers provide context for students to use the language, therefore, grammar is taught implicitly rather than explicitly, allowing students create originality and flexibility in their output of the language. The computer, thus, functions as stimulus, where the computer stimulates students’ discussion and writing through role-playing games.
❤Integrative CALL
CALL in this stage allows for a combination of sound, graphics, text, and video presented in one computerized program together with computer-mediated communication or CMC, and further facilitates efforts to teach the four macro skill including listening, speaking, reading and writing. In this phase, the computer serves as tool, in which the computer does not provide learning material, but empowers users to actually use language. CALL in this period is regarded as a shift from the use of the computer for drill and tutorial purposed into a medium for extending education beyond the language classroom. In other words, in integrative approaches, students learn how to use a variety of technological tools as part of an ongoing process of language learning and use, rather than visiting the computer lab on a once a week basis for isolated exercises.
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