1. University Moulay Ismail University Faculty of letters & human sciences | Department of English Studies | Meknes | Morocco | 2. University Sidi Mohamed BenAbdellah University | Laboratory LISAC FSDM | Fez | Morocco | This article is made freely available as part of this journal's Open Access: ID|Youssef–Ref3-2-16ajiras270223 |
ABSTRACT The field of computer-assisted language learning (CALL) has been influenced by various theories from disciplines such as sociology, psychology, education, and linguistics, which have sought to illuminate human interactions with digital technology. for language learning purposes. Theories have played a crucial role in understanding the mechanisms by which technology enhances or hinders language learning and have provided a basis for the development of effective CALL programs and practices. However, to use technology effectively in language education, it is necessary to invest not only in the technology itself, but also in training and supporting teachers to make the most of it. A successful training program should be tailored to the individual needs of each teacher, allow enough time for teachers to develop their skills, and emphasize the educational applications of technology rather than the technology itself. Keywords: Second language acquisition, computer-assisted language learning, ICT, Teaching.
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