O n f e r e n c e

 
 

---

-332- 
2014 CALL Conference 
LINGUAPOLIS
www.antwerpcall.be 
Recommendations for teachers included
Teachers have to learn themselves to be CALL teachers. Teachers at CITD either teach 
with the CD, email or the Internet have to learn working through programs themselves 
before working with students to run the program smoothly for the students by problem- 
solving when they get stuck or lost (Schlosser and Anderson, 1993). They should also 
learn to do a little technical problem solving to deal with technical problems with the 
Internet requiring restart of the program or even the computer can or do happen 
sometimes when using the Internet. The teachers can learn about CALL themselves 
through books, magazines and especially the Internet (e.g. English teaching forum or 
website). 
In addition, the teachers should voice to be trained to work online and instructed so they 
can achieve their pedagogical goals in a more effective, creative and innovative way. 
Though it is the administration that has a major role in support to meet the demands, 
the support would hardly or slowly take place if there is no expression from teachers. The 
teachers with the greatest knowledge of the requirements of computer-assisted language 
teaching and learning process should voice that they need training in new language 
methodology to adapt the transition from a traditional to a CALL teacher, and that they 
need training to meet the new role of on-line teachers and profit adequately from the 
new media for student learning process. Once having adequate information from the 
teachers and understanding fully the issue, the administrators will have a timely 
investment for teacher training. 
Recommendations for school administration included
Teaching staff development. More training in new language methodology should be 
investigated to adapt the transition from a traditional to a CALL teacher (Queiroz, 2003). 
The administrators have to show their active role in encouraging teaching staff to 
participate in workshops on integrating technology into teaching by facility provision and 
more importantly, understanding well about CAI and CALL, which help to make plans for 
developing of teaching training capability to give their teachers proper training. Proper 
training would help teachers achieve competencies of CALL teachers. Other 
administration important roles in CALL which include: (1) Building technology training 
sessions into class schedule
. 
First, the English program should include a guide session for 
teachers to have some techniques in using CDs and the Internet (Sherry, 1996). Then, 
time in Lab should be adequately allocated to work for the use of CALL. In such Lab 
classes, students would be shown how to access the CD, how to use the CD and the way 
to practice with different kinds of exercises. (2) Add more time for CALL activities 
sustaining distance-learning.
CITD should create a class schedule of more than 24 periods as it have been now, and at 
least 8 periods (2 class meetings) in the lab during the beginning of the course. With 
adequate time allowed, teachers will require some assignments to help students learn 
with computers and encourage students to use email or Forum to accomplish the 
assignments.
In summary, if these recommendations are implemented, more investment would be 
done by the two essential sources 
–
teachers and school administrators- to facilitate 
CALL. When they come to full awareness of their role in CALL, findings of CALL 
researches will be appropriated for implementation. It is considered that this makes a 
contribution to research in this field.