Can you foresee any challenges teachers who wish to incorporate CALL applications with regard to your selected principles will face?
The term CALL means language learning with, through, or around computer technologies (Egbert and Petrie, 2005). Following computerization and expansion of the Internet worldwide, the field of computer-assisted language learning has progressed and evolved rapidly for the last 30 years, gaining interest from language teachers, software developments and researchers (Levy and Stockwell, 2006). CALL has become an important tool in a foreign language classroom, not only in formal education contexts, but also, increasingly, in homes, computer cafes and libraries. Computer assisted learning takes place in many different economic, cultural, social and linguistic contexts, and can be used to support a variety of learning goals and standards. Apart from desktop computers, CALL involves such devices as mobile phones with text messaging and Web searching functions, personal digital assistants (PDAS), laptops and peripherals, including digital cameras, piano keyboards, prints and scanners, software, courseware, online courses, programs, language-learning Web sites, packages, and learning environments (Egbert and Petrie, 2005; Levy and Stockwell, 2006). All these technologies can be used to learn a foreign language through different modes, including oral, visual, graphical and textual. Furthermore, computer language learning involves a variety of different tasks, the content, structure, and organization of which may have a significant impact on language learning performance (Egbert and Petrie, 2005).
Moreover, CALL can be used to support the application of several important language learning and teaching principles, such as a learner-centered approach, making use of the language learning potential (focus on form), focus on meaning, authenticity, impact and practicality