O n f e r e n c e

Abstract
This research paper responds to methodological challenges identified by Jozef Coelpaert 
at at WorldCall 2013 in Glasgow, setting them within the context of CALL for use with 
ancient languages. 
CALL is increasingly taken for granted in the teaching of Modern Foreign Languages. 
However, its application to Ancient Languages, particularly Latin and Greek is still in its 
infancy. Few evaluation projects have taken place in this area (see e.g. Harlow, 2007) 
and even fewer are the number of theoretically based research endeavors. 
This paper describes some of the challenges met in evaluating and theorising the success 
of CALL technologies deployed to enhance the learning of ancient languages (Latin and 
Ancient Greek). It reports on a research project undertaken at the Open University, UK, 
in which students used and described the efficacy of a variety of approaches framed 
within the ‘language areas and skills’ of Levy’s 2009 paper ‘Technologies in Use for 
Second Language Learning’. The particular challenges of using CALL for ‘dead’ languages 
are outlined before a discussion of problems with, and possible approaches to, 
integrating evaluation and development of CALL in practice with the evaluation and 
development of theories of second language learning. 
Short paper
Current Research 
My research concerns the use of technology to support students learning Latin and 
Ancient Greek for the first time (
ab initio
) at UK universities. It aims to critically examine 
the fit of teaching goals and examination formats, to investigate and remedy the reasons 
for exam failure, particularly helping those who might otherwise struggle to attain 
success. It also aims to increase attainment of reading fluency beyond an ability to 
translate ‘word for word’.

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2014 CALL Conference 
LINGUAPOLIS
www.antwerpcall.be 
When the use of Latin as a 
lingua franca
declined, the grammar-translation method of 
ancient language teaching emerged (Richards & Rodgers, 2001 p.2-3)). This method 
involved rote memorisation of forms and painstaking deciphering of texts. The grammar-
translation method was also widely used for modern language-learning at one time, but, 
while modern language teaching progressed through a variety of theories approaches 
and methods, ancient language teaching in UK universities stayed largely with grammar-
translation, augmented more recently with graded reading input (see for example CSCP, 
1998). 
Theories developed for modern languages offer much insight into the nature of learning 
and the nature of language, ideas which may enlighten and inspire modern theories for 
ancient language learning. In addition, the affordances of technology may enable us to 
loosen some of the constraints on ancient language learning 
–
its lack of native speakers 
and its circumscribed corpus of written material.
My research addresses three main questions:
●
What evidence is there for a need to change current ancient language pedagogy? 
●
To what extent can modern language theories and practice inspire ideas for 
change and to what extent can technology be used to deliver them? 
●
How can we evaluate potential changes and how can we understand and explain 
their effects in the context of ancient languages so that we contribute to building 
ancient-language-development and CALL theories as well as practice. 
I am taking a mixed methods approach to these questions, using surveys, interviews and 
focus groups with both students and tutors. I have also developed an innovative web 
gateway on which Open University students can suggest and try out activities and 
resources, vote them up or down in a league table, and make comments on why they 
helped (or did not help) them with their ancient language studies.