Skip Navigation

ELT Journal 2001 55(4):360-367; doi:10.1093/elt/55.4.360
© 2001 by Oxford University Press
This Article
Right arrow Full Text (PDF)
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to My Personal Archive
Right arrow Download to citation manager
Right arrowRequest Permissions
Google Scholar
Right arrow Articles by Jones, J.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us  
What's this?

CALL and the responsibilities of teachers and administrators

JF Jones

University of Canberra, Australia Email: jeremyj@lang-osaka-u.ac.jp

High technology, especially the use of computers, has won a secure place among the resources available to the modern language teacher. Language centres throughout the world know that they cannot do without computes for learning purposes. However, despite the expensive investment made on their behalf, and the interest shown by their students, many teachers remain uncommitted to computer-assisted language learning (CALL). This article probes the 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 that teachers are needed to drive the CALL process.


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us    What's this?




Disclaimer:
Please note that abstracts for content published before 1996 were created through digital scanning and may therefore not exactly replicate the text of the original print issues. All efforts have been made to ensure accuracy, but the Publisher will not be held responsible for any remaining inaccuracies. If you require any further clarification, please contact our Customer Services Department.