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participants (n=4) was gathered and analyzed. The second phase allowed the 
emergence of a derivative question: What benefits, constraints and opportunities do 
teachers find during the CALL process? In this phase, the researchers examined teachers’ 
perceptions of their CALL actions (including design, development and evaluation), 
teachers’ former and current training in CALL, and teachers’ 
perceived horizons in the 
implementation of CALL practices. These factors were then merged, examined and 
theorized in the light of the main category: An integrative perspective of CALL teacher’s 
action. In this phase, a new group of teachers integrated the study participants (15). All 
participants were in-service teachers from a Languages Department both at the graduate 
and undergraduate level.
Findings 
An integrative perspective of CALL teachers´ actions suggests suggests that one barrier 
to success with 
CALL is the teachers’ perception of it as a “low value activity”
and 
emphasizes the importance of understanding, disseminating, validating, and/or 
replicating successful pedagogical initiatives in different settings. An integrative 
perspective of CALL te
acher’s action is also possible only if congruence exists between 
pedagogies and technologies and between goals and results within a dynamic curricula 
adaptation process, despite there is a revealed lack of global standards for the use of 
CALL materials and processes. Such congruence should be developed by the varied 
intervening agents, such as educational stakeholders (including Ministries of Educations 
and institutional authorities), language teachers, technical support teams, and students. 
However, while time evolves and actions are planned and mutually agreed upon 
worldwide, this integrative perspective should evolve institutionally and include research 
and pedagogical decisions that view the teacher as one of the main components in 
designing and implementing CALL situations, sharing success and failure experiences 
with other colleagues, and drawing on conclusions to smoothly build a interactive CALL 
community, and as someone interested in leading and promoting sound teaching, 
learning and research practices and self- and group- professional training. Under this 
perspective, the CALL teacher is capable of recognizing and discussing his/her needs, as 

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well as identifying weak and strong areas that might affect any CALL action, and is 
viewed as someone sufficiently convinced that support can come from technical, design, 
pedagogical, managerial sources, and that asking for support does not hinder but
facilitates an effective teachers’ paradigm transformation, and as someone who believes 
in CALL as a valuable source that aids professional growth as a language teacher and 
that can assist his/her students’ lifelong language learning in these ever
-changing times. 
The integrative perspective discussed in this paper examines different paths that might 
be taken in order to assist teachers as they wear the three different hats along the 
stages of the CALL process and aims at finding a scenario that effectively blends 
pedagogy and technology in the language classroom.