O n f e r e n c e

Abstract 
This paper presents a metaphor of the hats that CALL teachers could wear: the 
designer’s, the researcher’s and the anti
-
hype teacher’s hat. These hats represent some 
of the methodological and contextual challenges discussed by Colpaert (2013) in the 
context of a private university setting. In this qualitative study, data was examined from 
several sources (including questionnaires, semi-structured interviews, and two prior 
research studies: Cuesta, 2014; Carreño, 2013) through which the experience of several 
groups of language teachers and students from various language levels was examined. 
Results display several constraints in the understanding of the affordances of CALL, 
mainly due to a lack of an effective blend between the process of learning of a foreign 
language and mediation held through technology (Cuesta, 2014), a lack of replication 
and continuity of successful practices, and a lack of teacher training both at the 
undergraduate and practitioner’s level. Results also indicate that teac
hers´ naiveté 
towards design and implementation has revealed a lack of confidence and knowledge in 
their undertakings, while displaying empirical rather than research-focused approaches, 
and strong reluctance towards a possible transformation in teachers’ 
thoughts and 
actions. Such a panorama 
also poses additional opportunities to overcome students’ and 
teachers’ perception of CALL as a “low value activity” and 
emphasizes the importance of 

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2014 CALL Conference 
LINGUAPOLIS
www.antwerpcall.be 
gauging solutions to understand, disseminate, validate and/or replicate pedagogical 
initiatives in different settings. The authors find that although the body of educational 
stakeholders (including ministries and institutions) aim
s
at fostering successful CALL 
initiatives, a severe divergence between goals and results is evidenced. Thus, the 
challenge is to make sound decisions that can meet the expectations of stakeholders, 
teachers and students, given the lack of global standards for the use of CALL materials 
and processes that do not prioritize technology over the language learning pedagogies. 
The authors propose suggestions for further improvement within an integrative 
perspective of teachers’ action
, with special emphasis on research and pedagogy 
decision-
making topics, factors and agents involved. The authors’ proposal
presents ideas 
for a global partnership of CALL development at many levels, focusing on faculty and 
training plans, types of curricular adaptations, and transnational collaborative research 
projects.