O n f e r e n c e

Theoretical considerations 
The constraints paradigm in CALL
Historically, teachers have faced various difficulties when designing, implementing and 
evaluating CALL. The fact that teachers are required to create courses that fulfill several 
needs (institutionally speaking), puts teachers in a crossroad. Levy and Stockwell (2008) 
assert that “although for some authors a course specification might be
at the forefront of 
their thinking, for others a theory or theories might be the driving force, or yet again a 
particular choice of technology” (p. 27). All in all, CALL teachers are called to put the 
pieces of the puzzle together, drawing on an integrative approach that nurtures a 
rationale use of pedagogy and technology (Cuesta, 2014). 
Numerous difficulties in fulfilling this mission have been exposed. For instance, Johnson 
(1966) asserts that the difficulties teachers face are mostly generated by “cons
traints 
imposed on them within the social, cultural, economic and educational contexts in which 
their practices take place, namely, the school and the classroom” (p. 766). His view 
exposes the need to transcend barriers established by the educational communities they 
belong to, in which it is difficult to implement innovative practices due to the negative 
beliefs among teachers and their community, which limit individual efforts (Roehrig, 
Kruse, & Kern, 2007; Somekh, 2008). This phenomenon prevents teachers from 
exploring new options and from having the chance to experience new ways to approach 
language teaching and learning. Therefore, teachers need further direction, as Hubbard & 
Levy (2008) argue: 
“Unlike L2 teachers working in the traditional classroom,
those in 
the technology-enhanced environment are even expected to be 
able to understand frameworks for evaluating CALL in its many 
forms as they use computer technology in the classroom; in other 
words, they need to know why they do what they do” (p.11).
Morehead and LaBeau (2005) add to the list of inhibitors of technology integration: 
teacher apathy, budget limitations, lack of leadership, lack of training and time. 
Additionally, Lawless and Pellegrino (2007) and Mueller et al. (2008) have examined the 
relationship between insufficient support, leadership, and collaboration and knowledge of 
the curriculum content and reduced teacher efficacy. Similarly, Spencer and Segersten 
(2012) claim that teachers often experience fears of “letting go of control”, 
inconsistencies of teaching and assessment while using computers in the classroom, and 
consumerism feelings, as they constantly tend to view technology as entertainment, 
rather educational (in their existing belief system (Ertmer, 2005; Hew & Brush, 2007; 
Subramaniam, 2007). This often relates to their personal experience, in which technology 
has been viewed as alien or as an optional fad. In addition to this, teachers face 
inconsistent paradigms as they plan on/off task-behavior online, and it is difficult to 
display humility to say, "my non-tech approach is wrong and maybe I need to consider 
technology" (para.9). Consequently, teachers are constantly exposed to constraints at 
many educational levels, mainly attributed to a lack of continuity in the implementation 
of CALL processes, a lack of consensus in the adoption of a CALL pathway, and a lack of 
an effective blend between the process of learning of a foreign language and mediation 

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2014 CALL Conference 
LINGUAPOLIS
www.antwerpcall.be 
through technology, in which motivational, pedagogical and technical aspects should 
naturally be examined (Cuesta, 2014).
The fact that CALL is a field that lacks a dedicated research methodology, and many 
teachers easily fall into the trap of faulty and low-quality research design, with poor (and 
anecdotal) project reports that do not present the audience with a solid analysis of the 
CALL phenomena -including procedures and knowledge gained- (Colpaert, 2013), makes 
this situation even more difficult. Limited are the opportunities that give account of the 
(relative) success of the technology/ies being used, once pedagogy has been primarily 
considered, and teachers’ actions have been throroughly examined. Thus, as Yang 
(2012) foresaw, it is still ignored that pedagogical practice and technology equipment 
should go hand; so, it is urgently needed to open new spaces for conducting solid 
research while educating CALL teachers to consolidate research projects that could help 
them evaluate their pedagogical experiences with CALL, as they gain confidence to 
surpass limitations encountered.
Method
This is a qualitative study conducted in a private university setting in Colombia, South 
America. The study examined several sources (including questionnaires, semi-structured 
interviews, and two prior research studies: Cuesta, 2014; Carreño, 2013). Data analysis 
was conducted using the grounded theory approach. Validity was ensured by following 
triangulation procedures in which a comprehensive use of qualitative data analysis 
strategies was present in all the stages of the study. The first of two phases made use of 
the two former studies’ findings in which initial patterns were discovered and associated 
to the preliminary inquiry: What do language teachers experience while they undertake 
CALL practices?, given that one of the areas in both studies analyzed intervening factors 
to foster effective CALL practices. In this phase, data from the first group of study