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2014 CALL Conference
LINGUAPOLIS
www.antwerpcall.be
Recommendations for teachers included
Teachers have to learn themselves to be CALL teachers. Teachers at CITD either teach
with the CD, email or the Internet have to learn working through programs themselves
before working with students to run the program smoothly for the students by problem-
solving when they get stuck or lost (Schlosser and Anderson, 1993). They should also
learn to do a little technical problem solving to deal with technical problems with the
Internet requiring restart of the program or even the computer can or do happen
sometimes when using the Internet. The teachers can learn about CALL themselves
through books, magazines and especially the Internet (e.g. English teaching forum or
website).
In addition, the teachers should voice to be trained to work online and instructed so they
can achieve their pedagogical goals in a more effective, creative and innovative way.
Though it is the administration that has a major role in support to meet the demands,
the support would hardly or slowly take place if there is no expression from teachers. The
teachers with the greatest knowledge of the requirements of computer-assisted language
teaching and learning process should voice that they need training in new language
methodology to adapt the transition from a traditional to a CALL teacher, and that they
need training to meet the new role of on-line teachers and profit adequately from the
new media for student learning process. Once having adequate information from the
teachers and understanding fully the issue, the administrators will have a timely
investment for teacher training.
Recommendations for school administration included
Teaching staff development. More training in new language methodology should be
investigated to adapt the transition from a traditional to a CALL teacher (Queiroz, 2003).
The administrators have to show their active role in encouraging teaching staff to
participate in workshops on integrating technology into teaching by facility provision and
more importantly, understanding well about CAI and CALL, which help to make plans for
developing of teaching training capability to give their teachers proper training. Proper
training would help teachers achieve competencies of CALL teachers. Other
administration important roles in CALL which include: (1) Building technology training
sessions into class schedule
.
First, the English program should include a guide session for
teachers to have some techniques in using CDs and the Internet (Sherry, 1996). Then,
time in Lab should be adequately allocated to work for the use of CALL. In such Lab
classes, students would be shown how to access the CD, how to use the CD and the way
to practice with different kinds of exercises. (2) Add more time for CALL activities
sustaining distance-learning.
CITD should create a class schedule of more than 24 periods as it have been now, and at
least 8 periods (2 class meetings) in the lab during the beginning of the course. With
adequate time allowed, teachers will require some assignments to help students learn
with computers and encourage students to use email or Forum to accomplish the
assignments.
In summary, if these recommendations are implemented, more investment would be
done by the two essential sources
–
teachers and school administrators- to facilitate
CALL. When they come to full awareness of their role in CALL, findings of CALL
researches will be appropriated for implementation. It is considered that this makes a
contribution to research in this field.
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