# data[].attributes.body
Lee, K. (2000). English Teachers' Barriers to the Use of Computer-assisted Language Learning, http://www.c3schools.org/MHEC/WebCT/EnglishTeachers_barrierstocall.pdf, Accessed April 15, 2019

# data[].attributes.body
I am now much more aware of the benefits and the possibilities that exist with CALL.

# data[].attributes.body
The reality is that only a small proportion of people who plan to use – or are already using – technologies in language learning contexts have access to this training; for the majority, the burden of learning how to best use CALL in the classroom falls upon the teachers themselves (Stockwell, G. 2009).

# data[].attributes.body
Stockwell, G. ( 2009)Teacher education in CALL: teaching teachers to educate themselves, https://www.tandfonline.com/doi/abs/10.1080/17501220802655524, Accessed April 14, 2019

# data[].attributes.body
I developed a much greater appreciation for the extent to which learning through technology can capture students interest, increase interaction and increase comprehensibility (Dukes 2005).

The changes in language learning brought about by technology have profound implications for the knowledge required of a language teacher and therefore the content of a teacher education curriculum (Hubbard & Levy, 2006).

# data[].attributes.body
I discovered that there is an abundance of materials that facilitate language learning available via the Internet.

The changes in language learning brought about by technology have profound implications for the knowledge required of a language teacher and therefore the content of a teacher education curriculum (Hubbard & Levy, 2006).

# data[].attributes.body
Andrade, M. S. (2014);  Dialogue and Structure: Enabling Learner Self-Regulation in Technology-Enhanced Learning Environments, https://journals.sagepub.com/doi/abs/10.2304/eerj.2014.13.5.563,, Accessed April 14, 2019.

Andrade, M.S. (2013) Global Learning by Distance: Principles and practicalities for learner support, International Journal of Online Pedagogy and Course Design, 3(1), 66–81. http://dx.doi.org/10.4018/ijopcd.2013010105; Acessed April 14, 2019

# data[].attributes.body
I previously saw the role that technology played in the learning process as rather limited larglely to the facilitation of the teaching process (as opposed to the learning process). So for instance, technology made it easier to do research, allowed for more interesting and colourful classroom presentations and made word processing easier.

# data[].attributes.body
There is a wide range of on-line applications which are already available for use in the foreign language class. These include dictionaries and encyclopedias, links for teachers, chat-rooms, pronunciation tutors, grammar and vocabulary quizzes, games and puzzles, literary extracts. The World Wide Web (WWW) is a virtual library of information that can be accessed by any user around the clock. If someone wants to read or listen to the news, for example, there are a number of sources offering the latest news either printed or recorded. The most important newspapers and magazines in the world are available online and the same is the case with radio and TV channels (Lee, K. 2000).

# data[].attributes.attachment_link.title
Computer-Assisted Language Learning with Kelly Arispe

# data[].attributes.body
Computer-mediated communication through the Internet provides a means for connecting language learners in different parts of the world to practice their language and learn about their peers beyond their own classrooms.  (Chappelle, C. A. in Spolksy, B. & Hult, F. M., 2008).

# data[].attributes.headline
Catering to individual learning styles using search engines

# data[].attributes.subject
Catering to individual learning styles using search engines

# data[].attributes.body
Teachers can structure information hunting activities through the use of search engines. Search engines and search tools specifically designed for language study, such as dictionaries, concordancers, and translation tools, can also be used by students to seek answers to linguistic questions

# data[].attributes.body
It is incredible to think that computers can learn and in so doing can transform the learning environment in which students find themselves. The overalll result is that students learn faster and in ways that better match their learning styles.

# data[].attributes.body
Spolsky, B. &  Hult, F. M. (2008). The Handbook of Educational Linguistics, https://eclass.uoa.gr/modules/document/file.php/GS354/Spolsky%20%26%20Hult%20(eds)%20(2008).%20The%20Handbook%20of%20Educational%20Linguistics.pdf#page=609, Accessed April 15, 2019

# data[].attributes.body
I now recognise that many of the teaching tools now offered for leaning languages on the internet are quite reliable and are becoming more so.

# data[].attributes.body
The reasons for using Computer-assisted Language Learning include: (a) experiential learning, (b) motivation, (c) enhance student achievement, (d) authentic materials for study, (e) greater interaction, (f) individualization, (g) independence from a single source of information, and (h) global understanding. The barriers inhibiting the practice of Computer-assisted Language Learning can be classified in the following common categories: (a) financial barriers, (b) availability of computer hardware and software, (c) technical and theoretical knowledge, and (d) acceptance of the technology (Lee, K., 2000).

# data[].attributes.body
It has become crucial for teacher educators to provide preservice second language teachers with the indispensable technological skills necessary to integrate ICT into different facets of their teaching, no matter how challenging the task (Bangou, 2003)

# data[].attributes.body
Bangou F. (2013) Reading ICT, Second Language Education, and the Self. In: Masny D. (eds) Cartographies of Becoming in Education. SensePublishers, Rotterdam, Online ISBN978-94-6209-170-2

https://doi.org/10.1007/978-94-6209-170-2_12 , Accessed April 15, 2019