This chapter aimed at exploring how to formalize informal CALL in learning English language skills. The focus of the study was on learners' ICT skills and learning strategies and CALL elements. The data were collected through semi-structured interviews with four learners. The findings showed that adult learners in this age of technology do not need any training to use CALL to study English language. Moreover, adult learners have acquired the learning strategies needed for studying English informally through CALL. In terms of CALL elements, the findings showed that there is a need to integrate the elements of behaviorist CALL, cognitive CALL, and constructivist CALL to make informal CALL more effective. Therefore, the focus should be directed to providing professionally-designed CALL tools that suffice the needs of the learners by those who have educational background about language teaching and learning. This will enhance informal CALL learning and make self-directed learning more efficient.

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This paper suggests a new model to teach language skills. The aim of this model is to integrate the three most influential theories in the process of language teaching and learning which are behaviorism, cognitivism and constructivism. This model explains how these three theories are integrated with each other in the process of language teaching and learning to complete each other taking into consideration the strengths and weaknesses of each theory. This model is mainly used for teaching language skills which are reading, writing, speaking and listening. Reviewing previous literature, it is clear that there is no integrated model that has tried to link these theories although there are suggestions from scholars to integrate them in a single model because there is no theory that can describe the whole process of learning without the interference of the other theories. This model suggests that teaching any skill can be divided into two phases. The first one is introducing the skill theoretically and the second one is practice. The first phase requires constructivism in order to build the students’ knowledge concerning the skill, and the second one is practice which depends on behaviorism through providing different drills to students. Cognitivism is the link between constructivism and behaviorism. Thus, creating knowledge is the core of constructivism but it is mentally driven as it requires cognitive processes. Also, behaviorism focuses on practice and it did not account for the cognitive processes which are essential especially because practice is associated with the mental activation of all the linguistic knowledge. Therefore, the paper discusses the three theories and the rational for the new model as well as the process of teaching following the suggested model.

This study aimed at investigating the innovation attributes of face-to-face Computer Assisted Cooperative Learning (CACL). It employed a mixed method design as the data were collected through a survey and semi-structured interviews. The findings showed that face to face CACL has a high degree of adoption in higher education institutes to teach EFL/ESL learners. Also, the regression analysis showed that the five factors are strong predictors of innovation adoption with complexity has the highest significance, followed by compatibility, relative advantage, observability and trialability respectively. The study found that accessibility is an emerging innovation attribute which increases the adoption of any innovation practice. The paper concluded that the human element of face-to-face cooperative learning increases the adoption of CACL, and that relative advantage has influence on the other innovation attributes. The study recommends using face-to-face CACL in teaching EFL/ESL learners, and using accessibility as an innovation attribute.

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