"Assess Support Systems and technical infrastructure for Implementing CALL in HEC"

 

 

Abstract:

• Implementation of Computer Assisted Language Learning (CALL) in higher education institutions is a complex process that requires careful consideration of various factors. (Machmud, 2020), emphasizes the importance of integrating CALL into the English education curriculum, particularly in preparing student teachers for the technology used in their future classrooms at the university level and increasing language.
• Successful implementation of CALL programs at the university level depends on critical evaluations and decisions made by the higher education system.
• The use of conversational bots such as Facebook, IBM, Instagram, and Google is making it easier to generate a chatbot which is also known as a virtual assistant that can be used to connect with an audience globally contact a business, and receive assistance from more experienced people (Harpreet Singh†, 2023). 
• The integration of CALL subjects into the English education curriculum and instruction is designed. Integration of technology in educational settings is something to be said. However, (Ismail, 2011) identifies several barriers to integrating CALL, such as teachers' knowledge of technology and pedagogy, computer facilities and resources, and personal beliefs about language teaching.
• Teachers are engaged participants in the change process. 
• The partnership of pedagogical expertise and technological innovation remains the work’s focus—a technology-focused professional development strategy aimed at supporting faculty members in integrating technology into their teaching practices in higher education institutions. 
• Universities and public schools should provide resources and training to support English learners' language learning. (Timuçin, 2006) underscores the need for teachers to be active participants in the implementation process, while (Levy, 2006) highlights the importance of finding the right balance in using CALL. 
• These studies collectively suggest that while there is potential for the use of CALL in higher education, careful attention must be paid to addressing barriers like pedagogical or curriculum and ensuring effective implementation in English language learning.