CALL and the responsibilities of teachers and administrators

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.