CALL approach into EFL classroom setting: An investigation into the role of teachers
High technology, especially the use of computers, has won asecure place among the resources available to the modern languageteacher. Language centers throughout the world know that theycannot do without computes for learning purposes. However, despitethe expensive investment made on their behalf, and the interestshown by their students, many teachers remain uncommitted tocomputer-assisted language learning (CALL). This research will probe reasons for such a response, and proposes some remedies.In particular, it is argued that CALL should not be too closely associated with self-access or autonomy and those teachers areneeded to drive the CALL process.
The research aims at collecting the teacher’s beliefs about their roles in CALL classroom and what aspects of CALL influence their roles in a CALL classroom. Despite the clear benefits of developing the ability of studentsto discuss issues of importance and interest through the mediumof English, many teachers quickly abandon planned discussionprograms. This usually happens when students display a lackof interest in developing suggested discussion topics. The use of a learner-centered and cognitiveapproach, which allows students to choose and organize theirown topics, carry out peer and self-observation and evaluation,and analyze findings, is to produce more positive resultsfor both learner and teacher.
Indeed, CALL offers definitions and description of the three approaches and argues that they allow a more detailed analysis of institutions and classrooms than earlier analyses. It is suggested that we are currently using the second approach, Open CALL, but that should be to attain state of ‘normalization’ in which the technology is invisible and truly integrated using ethnographic assessments and action research, for example setting an agenda for CALL practice in the future. Thus, to what extent do teachers of EFL hinder or facilitate learnercontributions by their use of language? Howcan teachers enhance the quantity and quality of learner outputby more careful language use? In what ways doteachers deny learning opportunities by ‘fillingin the gaps’ or ‘smoothing over’ learner contributions? Adopting the position that maximizinglearner involvement is conducive to second language acquisition, this paper examines the ways in which teachers, through their choice of language, constructor obstruct learner participation in face to faceclassroom communication. From the lesson extracts emerge number of ways in which teachers can improvetheir teacher talk to facilitate and optimizelearner contributions.
Teachers’ ability to control their use of language isat least as important as their ability to selectappropriate methodologies, has implication for teacher education and classroom practices. Despite the increase of teacher preparation programs that emphasize the importance of training teachers to select and develop appropriate computer-assisted language learning (CALL) materials, integration of CALL into classroom settings is still frequently relegated to the use of selected CALL activities to supplement instruction or to provide additional practice. There indicate that teachers have positive and favorable attitudes toward the use of the computers. They consider computer technology as useful teaching tool that can enhance ways of teaching by offering students variety of language inputs and expanding students’ learning experiences in real and authentic contexts and that external factors such as lack of time, insufficient computer facilities, rigid school curricula and textbooks and lack of administrative support negatively influence the implementation of CALL in the classroom. Internal factors such as teachers’ limited computer skills, knowledge about computers and beliefs and perceptions of CALL also seem to significantly affect teachers’ decisions on the use of CALL.
Based on the findings of the study, implications will be part for effective implementation of CALL in EFL contexts. Not only the teachers but also the administrative boards ofmany educational institutions are keen on the idea of adoptingtechnology for teaching purposes. However, the process of implementingnew technologies and managing radical changes is far from being straightforward operation. The successful implementation ofnew technologies requires considerable effort especially bythe administrative people involved. Research will present casestudy of the implementation of an EFL innovation in the formof CALL (Computer Assisted Language Learning) in an EFL based school, teachersshould be engaged participants in the change process and thatthis increases the chance of successful implementation of theinnovation concerned.
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