LingQ - software/website review

   LingQ is a multi-language learning system as well as a language learning community. The methodology of the website is based on the founders experience learning 11 languages as well as research from Stephen Krashen. The goal of this site is to build a community of learners that form a language exchange and social network. The main approach to learning language from LingQ is to listen to podcasts and other audio/video resources found on the internet that are provided by other members and LingQ resources.
      Many members feel that they can have genuine experiences with the target language using sources of target language audio, video, and interactive language exchange without having to be in a country that speaks the target language. Vocabulary words can be saved, categorized, and placed in flashcards. Personal tutors (other members) are available to interact with learners and offer practice and feedback. The most effective application of this system seems to be reading and listening. It is easy and free to use, but in order to unlock all features there is a fee of $10 per month.
    For a highly motivated learner, this might be a helpful website. Because the personal tutors are those also wanting to learn a language and not necessarily trained in language education, it is difficult to judge how helpful that interaction and feedback would be. For some, it could be very helpful, and for others it might not be effective. The social element is interesting and provides a low stress platform for members to interact within a community. I understand the need to charge for some services, but I think a system like this would benefit the most by being free.
    Being a somewhat paid service, it is hard to believe all the testimonials and reviews on the homepage. I would feel more informed about the language learning system if I spent more time using it or speaking with someone who actively uses LingQ. I registered as a free user and was surprised by the amount of resources available as a free user. There are a good bit of audio links and files included with transcripts for locating and saving difficult vocabulary. The main problem with this system is a lack of structure. It is open to beginners as well as advanced levels of learners, but all students need to be focused and organized to get the most benefit out of the program. I think this is the biggest issue users will face. A lack of organization and a  lack of clear progression indicators create an easy situation for new users to gradually quit using it.
   All in all it is an interesting concept that I would like to learn more about. The web design is clean and user-friendly allowing for easy transition between various language learning tools, but without a better defined path for learners, I think this is not going to be one of the most effective ways to learn a language.

Egbert and Warschauer

Egbert starts  off with a discussion on the possible definitions of CALL and then goes on to make his own:

"I will define CALL with a set of practical guidelines to help teachers and learners understand and implement CALL in  language classrooms."

Situating CALL within established areas of language learning such as learning environments and TESOL and NETS standards is a good way to get people comfortable with the concept. I find Egbert's practical approach to CALL reassuring and summed up well with this quote:

"Books, for example were thought to damage memory. It is only natural that a tool as new, complicated, and powerful as the computer would cause an even bigger fuss. When teachers and learners have accepted computers as just another learning tool, as they have accepted the book, practitioners in the field will worry far less about how to define CALL."

       Warschauer is interesting because of his specific approaches and more direct application of CALL in classrooms. His perspective is based on socio-cultural principles and, like Egbert, encourages CALL to be grounded in quality learning environments. Warschauer's lecture touched on some important topics that I find useful. One is the concept of using a foreign language as a tool to talk about local concepts and ideas that are important to the perspective of whoever might be using that tool. This concept forms a viewpoint of looking at English language teaching from a global perspective rather than a native perspective.
      His points on computer assisted tutorials are also encouraging and are good examples of the numerous possible uses of CALL. Another good example was an application for reducing stress in discussion classes with the use of  text-based chat programs used alongside oral discussion.  I have tried something similar and had positive feedback from students and a lot of text interaction that carried over to oral interaction.

I feel that Egbert and Warschauer both set a good standard and have developed an easy to understand framework for utilizing CALL.