O n f e r e n c e

Abstract 
CALL focuses on the affordance of technology towards supporting the process and 
procedure of learners’ language learning. However, looking through the educator’s lens, 
CALL’s affordance, on the other side of the coin, helps language teachers actualize 
plausible and practical technology driven pedagogy. The effectiveness and efficiency of 
facilitating language learning is predicated by teachers mapping out strategies and tools 
to scaffold learning. Import is placed on teachers having knowledge on designing a 
technology-enhanced language learning environment befitting 21
st
century multi modal 
learners. This study seeks to explore the extent of “reflection / application” operation of 
30 pre-
service TESL teachers’ towards developing higher order thinking skills sup
ported 
by cognitive apprenticeship (CA) framework through the construction of digital language 
learning materials of a university in North Borneo. Brown, Collins and Duguid (1989) 
describe CA as a process to authenticate practices for learners through activity and social 
interaction akin to craft apprenticeship.

---

-183- 
2014 CALL Conference 
LINGUAPOLIS
www.antwerpcall.be 
This 15 weeks study employed a tailored cognitive apprenticeship framework - i.e. 
modelling, coaching, scaffolding, articulation, reflection and exploration - to guide pre-
service teachers through the process of developing digital language learning materials 
starting from evaluation of hardcopy materials to design to evaluation of digital materials 
to deliberation. Throughout the study, pre-service teachers blog their weekly reflection 
and answered a questionnaire at the end of the course. The expected outcomes are pre-
service teachers possessing a heightened awareness towards the importance of 
reflection, actualizing reflection through action application and invariably executing active 
reflection during course activities.