O n f e r e n c e

Statement of the Problem 
The accelerated pace of technology poses a challenge for the teacher and most 
TELL/CALL teacher education courses focuses on how to use the tools to create effective 
teaching and learning practice instead of the learning process required in designing an 
effective CALL lesson with the available tools. In a recent study carried out by Higher 
Education Leadership Academy, Ministry of Higher Education of Malaysia, 50% of the 
lessons were delivered unsatisfactorily, thus students were not engaged as focus was on 
lower order thinking skills instead of cultivating higher order thinking skills (Ministry of 
Education, 2013). Solutions to this challenge have been identified such as increasing 
practicum duration and the revamping of the Institute of Teacher Education in Malaysia 
from the curriculum 
–
introducing alternative teaching approaches and assessments i.e. 
project-based learning and ICT-based assessment, human resource and facilities aspects 
however little is mentioned on strategies to improve pre-service teachers learning 
(Ministry of Education, 2013). In order for per-service teachers to be able to develop and 
nurture critical and higher order thinking skills in our students, they should be given the 
opportunity to interact, practice and create ownership with these skills in an optimal 
environment. The incorporation of the cognitive apprenticeship framework with 
reflection//application in a blended learning environment to create CALL products creates 
an opportunity for pre-service teachers to observe, practice and acquire these quiescent 
skills.

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-185- 
2014 CALL Conference 
LINGUAPOLIS
www.antwerpcall.be 
Purpose of Research 
The purpose of this preliminary study is to explore how while and post reflection aid 
toward strengthening thinking skills is translated into action and reflected once more by 
pre-service TESL teachers.