1. Christina Nicole Giannikas, Ph.D
Cyprus University of Technology

4. Levy (1997) defined CALL as:
“the search for and the study of applications of the
computer in language teaching and learning”
Levy, M. (1997). Computer Assisted Language Learning: Context and Conceptualization.
Oxford: Clarendon Press.

5. CALL embraces a wide range of
information, technology applications and
approaches to teaching and learning foreign
languages

6. When did it all start?

8. Accessibility to promote in-depth learning
Helps make learning meaningful and relevant
Increases the quality of learning
Ignites self-reflection, collaboration and engagement of
cooperative learning
Promotes dialogue
Provides visual aids
It can build a global community connecting classrooms
from around the globe

10. Papadima-Sophocleous, S.; Giannikas, C.N
& Kakoulli-Constantinou, E. (in press)

11. Language teachers within the context of
Cyprus were reluctant to integrate
technology in their language teaching.
Lack of training
Lack of IT support
Lack of confidence
Fear of change

12. The majority of teachers who participated in
the study considered themselves competent
users of Office Applications, such as Word
processing and PPT tools.
Teachers also seemed comfortable browsing
the internet but reluctant to include any form
of social media in their classes.
Equipment such as IW, ipads and ipods were
avoided

13. Governments are spending enormous
amounts of money to promote and
support new technologies in classrooms,
but there is still something missing…

14. Teachers around the globe revealed the same
issues and concerns as their colleagues in
Cyprus. Hedayati and Marandi’s (2104)
research indicates that this is due to lack of
professional preparation, inhibiting attitudes
and lack of support by stakeholders.
Hedayati, H. & Maranda, S.S. (2014). Iranian EFL Teachers’ Perceptions of the
Difficulties of Implementing CALL. ReCALL, available on CJO2014.
DOI:10.1017/S0958344014000172.

15. Yang and Chen (2007) describe contexts
where traditional settings of the language
classroom where the preferred teaching
approach is the Grammar Translation
Method, which would leave very little
space for a communicative and interactive
environment for technology.
Yang, S.C & Chen, Y.J. (2007). Technology-enhanced
language learning: A case study. Computers in Human
Behaviour, 23, 860-879.

16. If there is no actual support, how can
teachers make the transformation?

19. There are millions of teachers around the
world who want to integrate new
technologies in their language teaching.
Some want to build their self-esteem and
there is no better way to accomplish this
than training…

25. …research to solve an immediate
problem or a reflective process of
progressive problem solving…

26. In his 1946 paper “Action Research
and Minority Problems” he
described action research as a
‘comparative research on the
conditions and the effects of
various forms of social actions and
research leading to social action’

27. Set your questions
Set a timeline
Arrange data collection tools
Organize your data
Analyze your data
Improve your practice

28. Think of how you would like to use CALL
in your classroom:
For instance, encourage students to
become autonomous users of
computers and the internet in class…

29. Ask students to access learning websites
of your choice
Download podcasts for listening
Observe your students when using CALL
Keep a research journal
Reflect

30. Remember: Ethical considerations
Inform students and parents of the study,
what you are looking for and what your
research will entail.
A letter and consent form are always a
good idea.

31. The combination of listening and visual input
technology provides can improve learners’
linguistic development
CALL in the classroom can develop learners’
motor skills
CALL can provide strong reinforcement which
can effect the learning process
Students take control of their own learning

32. Preparation is key-all equipment must be tried
out and ready for use
Students who are not comfortable using
computers should be partnered with students
who are
Use of computers should be phased in, not
forced upon.

33. Program: Accent Coach by Language Connect
Level: Intermediate to Upper Intermediate
The aim of the lesson is to concentrate on how intonation
affects understanding and production. The lesson could
start by asking students questions using different
intonations to receive various responses based on a
sentence written on the board.

34. Students inductively learn the importance
of intonation in this exercise. This can be
followed by a discussion of the importance
of intonation and the difference it can
make in understanding.
Computers can be employed to practice
this by using any one of a number of
intonation lessons.

35. As a follow-up, learners can be given a standard response and a
variety of questions to be asked.
Students can practice responding with the correct intonation.
The teacher can walk about the room controlling the students'
responses.
This exercise can be improved by adding the recording element
provided by the computer. By recording the voice students can
compare their pronunciation with a target pronunciation.
http://esl.about.com/od/esleflteachingtechnique/a/t_compclass.
htm

36. There is no reason for the future of CALL to not
be bright, full of possibilities.
Technology adds dimensions to the already
multifaceted domain of language learning and
teaching. Those who use it can benefit in
numerous ways, as teachers and as learners.

37. https://www.eurocall2014.nl/?page_id=1182

38. christina.giannikas@cut.ac.cy