O n f e r e n c e

Wearing the anti-hype hat 
As these teachers diminish their fears and build their confidence in CALL, transcending 
the anti-hype barrier requires several types of commitments. There is the need to 
sensitize and persuade these teachers with strong arguments towards the inclusion of 
CALL in their language classroom interventions. These teachers need to find the value of 
CALL and discover a sound rationale for its use before they are initiated in computer-
assisted practices. Despite the time that this process might take, two strategies could be 
encouraged to gradually assist them to go through this training-process. Therefore, a 
mentoring scheme in which either a group of faculty members with mixed experience in 
CALL or a one-to-one mentoring pair, focused on the design and further implementation 
of a target CALL project could be beneficial to the trainees, so that the scheme may be 
thought to combine theoretical and practical applications that aid the renewal of current 
teaching styles and/or methodologies exercised. Additionally, this might improve 

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2014 CALL Conference 
LINGUAPOLIS
www.antwerpcall.be 
trainees’ attitudes towards technology
-enhanced instruction, as the teams unveil factors 
and conditions associated to learning gains.
Likewise, these teams could develop a platform for sharing succesful practices that 
display their findings in their educational community. In our study, all participants 
eagerly supported assembling teams and nurturing opportunities to share “best 
practices.” Thus, future work derived from the mento
ring scheme could ensure the 
development of scholarly presentations and publications needed in the current academic 
arena. Additionally, since this group of reluctant teachers might question the validity of 
CALL solutions, they need serious and rigorous working plans that, as McKenzie (1999) 
predicted, keep them far from “fads and fashions”. These plans naturally converge on the 
gradual emergence of research projects that systematically collect and analyze data. In 
view of this, Cuesta (2014) asserts that institutions should provide faculty with 
professional development opportunities that equip them to design and adapt classroom 
strategies by introducing self-paced, independent study components that reduce 
completion time and increase learning and satisfaction, as teachers might boost their 
motivation and increase participation in training. These factors could also enhance the 
quality of training and balance teachers’ expectancy success in regards to 
their learning 
experience.