2. “This technology will revolutionize the teaching of
foreign languages; it will bring pedagogy up to
date with technology”
Underwood (1984:33)

3.  Itwas proliferated thanks to the popularity in
the 60´s of the behaviorist theories of
american psychologist B. E. Skinner.
 Behavoirist ideas were taken as the theorical
soil on which to build the computer assisted
learning /teaching framework.

4. This CALL teaching paradigm is known as an
“instructional model”; however the initial
popularity of CALL soon came to an end due to
two main reasons:
1. The lack of imagination and creativity in
designing new and challenging exercise.
2. The high cost and maintenance of the
computers.

5. • Includes the learner also knowing how to
use the language appropriately in a social
situation.
• Students can understand the essential
points of what a native speaker says to
hear-him in a real communicative situation,
the native speaker interprets the response
with little or no effort at all.

6. • Meaningful practice rather than mechanical
practice.
• Receptive skills (listening and reading)
before productive skills (speaking and
writing).
• Use of target language, little use of native
language
• Implicit rather than explicit grammar.
• Modeling instead of correction.
• Low anxiety atmosphere.

7. • Activities will focus on acquisition practice
rather than learning practice.
• Activities should require students to take a
creative action in the target language rather
than manipulating prefabricated language.
• Activity feedback will not aim at correcting or
evaluating each response.

8. • Activities and instructions should be written in
the target language.
• CALL activities should be flexible, not based
on the principle that every stimulus has one
and only response.
• CALL activities should allow students to
explore an environment in which discoveries
can be made, there is no predetermined
material of any sort.

9.  The lack of interest on the part of publishers
in many areas.
 Technological leaps leaving pedagogy in their
wake.
 Poor access to good training in instructional
design techniques