INNOVATING ENGLISH TEACHING AND LEARNING OF UNIVERSITY STUDENTS’ WRITING SKILLS BY USING NEW TECHNOLOGIES AND CALL (COMPUTER-ASSISTED LANGUAGE LEARNING) PRINCIPLES

The number of technological innovations is growing rapidly every day along with the growth of the English language. These innovations are changing the way in which we communicate, learn and teach (Jarvis 2005). High technology, especially computers, is valuable resource for the modern language teacher who is expected to develop and enhance his/her professional skills. Language centres throughout the world know that computers are essential for learning purposes (Jones 2001). However, some teachers admit the importance of computer-assisted language learning (CALL) but still remain uncommitted to it. Computer-assisted language learning (CALL) may be defined as “the search for and study of applications of the computer in language teaching and learning” (Levy 1997:1). Nunan (2003: 248) defines CALL as “any process in which a learner uses a computer and, as a result, improves his or her language”. Accordingly, it is argued that ”CALL should not be too closely associated with self-access or autonomy and that teachers are needed to drive the CALL process” (Jones 2001: 360). My intention is to show here in this report how CALL concepts and techniques may enhance learners’ writing skills in English.

One of the focuses of this paper, firstly, is to discuss CALL background in the process of teaching English as a foreign language with the emphasis on the principles for teaching CALL and previous applications in terms of writing skills. Secondly, the research teaching context will be explained with the highlight on the age, level and needs of education students in university teaching context in Serbia. Thirdly, this paper will consider research rationale by giving the aims’ explanation, description and evaluation of it according to chosen criteria. Finally, some broader implications of the analyses will be outlined.

The main purpose of this paper is to discuss the progress of the group’s project (Developing a website for writing skills improvement for education students in university teaching context in Serbia) from initial planning to final presentation. The paper will also provide pedagogical implications of using this kind of projects in teaching English as a foreign language at university level and how these projects can help future English teachers to improve their teaching skills as well.