CALL and the Teacher's Role in Promoting Learner Autonomy

Abstract

In the last decade high technology, notably in the form of computers, has established a powerful presence in foreign and second language pedagogy. A common justification for the use of computers in language teaching and learning is that it is said to promote learner autonomy, which researchers and practitioners alike now set as a very important goal. This article probes the relationship between computer-assisted language learning and autonomy, focusing on the role of the teacher in making the technology an effective learning opportunity. Quoting several examples of current CALL applications, the paper contends that the success of CALL depends to a great extent on an active role for teachers, whether in a classroom or a self-access centre. How can a teacher play this role without compromising the student's independence? The article offers a response to this question and affirms that in CALL the teacher has a role to play in developing students' sense of autonomy.