O n f e r e n c e

participants had very little experience and exposure to CALL approaches.
In fact, only 30% of the administrators in the programs surveyed reported having 
computer equipment on site, often as computer labs where students used traditional 
software programs. Only a small minority of instructors, administrators and learners had 
any exposure to CALL approaches. Some focus group participants had never heard of 

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-18- 
2014 CALL Conference 
LINGUAPOLIS
www.antwerpcall.be 
blended programs, or CALL approaches like discussion boards or email exchanges. As a 
result, our CALL visioning data was scarce, vague and often framed in face-to-face 
classroom approaches, fears about CALL or using CALL resources like adjunct Youtube 
clips or grammar drills to help support learners in the face-to-face (F2F) class (Lawrence, 
Haque & King, 2013). A number of instructors suggested using published software 
programs that could be purchased and used by learners alone to complement the F2F 
class. Instructors and administrators cited the value of showing Youtube clips to provide 
learners with authentic content. Some learners presumed websites would be used to 
house lesson plans and vocabulary lists, for the F2F class. Many participants were fearful 
of CALL approaches and their perceived anonymity and lack of social presence or 
engagement. Many learners were unable to articulate a clear CALL vision, calling out 
generally for the need to move 
away from the ‘old fashioned methods’ used in these F2F 
classes. Out of the 294 participants in this study, there were only several participants 
who articulated the use of interactive, transformative Web2.0 approaches.
As the CALL literature suggests (Stockwell, 2012; Levy & Stockwell, 2006) the mindful 
integration of technology-mediated approaches in language programs requires a 
paradigm shift and often a new way of thinking about teaching and learning roles and 
methodology. Many of the participants in these studies sensed the relevance of CALL, 
and the need to work with digital literacies and teach computer-mediated communication 
skills in their classes. However, very few participants had any training or experience with 
CALL from which they could formulate concrete visions for the future. As a result, CALL 
implementation strategies evolving out of such research tends to remain top-down, not 
directly engaging with the varied stakeholders that will ultimately implement and 
actualize these visions.