The use of computers does not constitute a method. It is a medium through which a variety of methods, approaches and pedagogical philosophies may be implemented.

The way computers are used depends on the teacher’s beliefs about the nature of language and the nature of teaching and learning

Computers should be used for a better achievement of the syllabus aims rather than the opposite.

A shift from a cognitive towards a more socio-cognitive view to teaching:

• emphasis on the social aspect of language acquisition

• language learning as a process of apprentiship or socialisation into particular discourse communities

• Students need to be given maximum opportunities for authentic social interaction

We move from the learner’s interaction with the computer to interaction with other humans via the computer

We are given the chance not only to integrate the various skills, but also to integrate technology more fully into the language learning process

The computer takes a central, albeit not exclusive role in the teaching process

Students learn to use a variety of technological tools as an ongoing process of language learning and use, rather than using the computer for isolated exercises

It can increase students’ motivation

It can help teachers improve their teaching practices

It can help students change the way they learn

It can help students adapt to new ways of communication

Students believe that learning through computers is easier and more effective

They use a state-of-the-art equipment which they believe would be useful to their future career

They are given opportunities for a rapid, non judgmental feedback

They like the fact that they can exercise a degree of control over the machine

We move away from the traditional, teacher-centred PPP model to more inductive learning

Students can actively process and interpret knowledge through engaging in purposeful, collaborative activities

The teacher becomes “the guide on the side”, not “the sage on the stage”

The teaching material adapts to the requirements of each individual student and become interactive

Collaboration between students is encouraged: this changes the traditional IFR structure of discourse and provides opportunities for meaningful communication

There is an increase in both the quantity and quality of student talk

Students work in a more relaxed environment, away from the control of the teacher

Students learn from each other

Students are not seen as passive learners.

They take control over their own learning and become autonomous learners.

Students can go at their own pace and can follow their own individual path to learning

Students can ask for individual help

Students are given the chance to be exposed to new forms of communication (chat, email) in English.