1. This technology will revolutionize the teaching offoreign languages; it will bring pedagogy up todate with technologyUnderwood (1984:33)

2. Itwas proliferated thanks to the popularity inthe 60s of the behaviorist theories ofamerican psychologist B. E. Skinner. Behavoirist ideas were taken as the theoricalsoil on which to build the computer assistedlearning /teaching framework. 3. This CALL teaching paradigm is known as an instructional model; however the initial popularity of CALL soon came to an end due to two main reasons:4. The lack of imagination and creativity in designing new and challenging exercise.5. The high cost and maintenance of the computers. 4. Includes the learner also knowing how touse the language appropriately in a socialsituation. Students can understand the essentialpoints of what a native speaker says tohear-him in a real communicative situation,the native speaker interprets the responsewith little or no effort at all. 5. Meaningful practice rather thanmechanical practice.Receptive skills (listening and reading)before productive skills (speaking andwriting). Use of target language, little use of nativelanguage Implicit rather than explicit grammar. Modeling instead of correction. Low anxiety atmosphere. 6. Activities will focus on acquisition practicerather than learning practice. Activities should require students to take acreative action in the target language ratherthan manipulating prefabricated language. Activity feedback will not aim at correcting orevaluating each response. 7. Activities and instructions should be written inthe target language. CALL activities should be flexible, not basedon the principle that every stimulus has oneand only response.CALL activities should allow students toexplore an environment in which discoveriescan be made, there is no predeterminedmaterial of any sort. 8. Thelack of interest on the part of publishersin many areas. Technological leaps leaving pedagogy intheir wake. Poor access to good training in instructionaldesign techniques