O n f e r e n c e

Short paper 
Introduction 
Research in CALL has and is predominantly focused on the effects of technology related 
artifacts towards supporting language learning viz cultivating language learning skills 
(Vurdien, 2013; Comelles 
et al
, 2013; Castaneda & Cho, 2013; Abrams, 2013, Gordani, 
2013), using different modalities to motivate language learners (Rott & Weber, 2013; 
Prichard, 2013) and synchronous/asynchronous communication and feedback in 
facilitating language learning (Wang & Vasquez, 2014). There has been minimal literature 
on CALL as a praxis mechanism for language educators. The body of literature pertaining 
to teacher education and CALL relates to their self-efficacy and perception on integrating 
technology into their teac
hing practice (c.f. Hong, 2010) though McNeil’s (2013) 
exploratory case study focused on using situated learning as a model to develop CALL 
teacher education. Little has been discussed on developing pre-service teachers content 
knowledge and skill with regards to developing, planning and integrating technology-
related content or tools in their teaching under the aegis of courses taken in university 
and not just confined to CALL education. 
Language teacher education in higher education setting has shifted from a single and 
passive delivery to multiple and active delivery to encapsulate engaging learning 
experiences to actualize 21
st
century knowledge-based citizens. CALL reversible role as 
the end product generates a learning process for pre-service teachers (henceforth known 
as learners in this particular context).
This preliminary study looks at developing, cultivating and supporting learners’ 
scholarship and skill development using the cognitive apprenticeship framework 
augmented with reflection, application and reflection through the creation of digital 
language learning materials in a blended learning climate. This paper begins with 
reviewing literature related to blended learning in particular flipped learning, cognitive 
apprenticeship and reflection. The purpose and objectives of this study are elucidated 
followed by the methodology and findings and discussion.