1. A software programs
1.1. Offer comprehensive effective
1.2. Eficiente languague teaching
1.3. Is able to take the place of a teacher
1.4. the learning and working styles of the participants
1.5. Learning and increased comprehensible input
2. Software objectives
2.1. Improve is an important task for teachers and learners.
2.2. A behaviourist
2.3. A constructivist interface
2.3.1. Of suitable metacognitive frameworks
2.4. The empirical record supports
2.4.1. Inductive approach
2.5. An effective CALL environment
2.5.1. Offer different interfaces
2.5.2. Interfaces to accommodate
2.5.2.1. learning styles
2.5.2.2. different skills
2.6. Include in a classroom
2.6.1. To create contracts for learning
2.6.1.1. An initial level of categories
2.6.1.2. includes basic skills
2.6.1.2.1. Reading
2.6.1.2.2. Writing
2.6.1.2.3. Speaking
2.6.1.2.4. Listening
2.6.1.3. Sub-categories
2.6.1.3.1. Micro-skills
2.6.1.3.2. Vocabulary related
2.6.1.3.3. Individual needs
3. Making better use of existing materials
3.1. learning materials
3.2. Online learning
3.3. Strategies
3.4. How to use the program
3.4.1. Document
3.4.1.1. using web resources
3.4.1.2. webquest initiative
3.5. tasks to materials
4. Establishing an environment where CALL
4.1. Collaboration at the computer
4.1.1. Supportive environment needs
4.2. computer-aided learning
4.3. collaborative context
4.4. Interactive nature of CALL
5. Evaluating software
5.1. Model of learning featured in a particular
5.2. software packages sold
5.2.1. called learning games
5.2.2. to be properly evaluated
5.2.3. matched with learning needs
5.2.4. by collecting reviews
5.2.5. Professional publications
5.3. classify materials
5.3.1. book
5.3.2. evaluating materials
6. Learning and working styles
6.1. the skills be appropriate
6.2. creative writing
6.3. Learning styles
6.4. Adopt strategies
6.5. Appreciation of personal
6.6. Group dynamics
6.7. Collaborative strategies
6.8. Interpersonal relationships
7. Evolving technology
7.1. To getting involved in CALL
7.2. Lack of funds
7.2.1. Few commercial organizations
7.2.2. ALLP was set up many of the costs
7.2.3. Quality multimedia have been dramatically reduced.
7.2.4. it difficult to interest learners
7.3. Lack of expertise
7.3.1. experts in computer programming
7.3.2. professional products
7.4. Lack of suitable authoring programs
7.4.1. Programs are limited
8. Making better use of existing materials
8.1. technology in the school
8.1.1. including film
8.1.2. radio and television
8.1.3. Multimedia can be used
8.1.3.1. as a new tool
8.1.3.2. hypertext novels
8.2. Determining expertise
8.2.1. investigation
8.2.2. collaborative partners
8.2.3. key Learning objectives
8.2.4. the course
8.2.4.1. turns of conversation
8.2.4.2. collaborative participation,
8.2.4.3. motivation and participation
8.3. Determining the working process
8.3.1. intensive study
8.3.2. using a new software program
8.3.3. examining the tasks
8.3.3.1. answer the questions
8.3.3.2. tasks.
8.4. Determining goals and priorities
8.4.1. computer-based multimedia
8.4.2. new pedagogical problem
8.4.2.1. many materials
8.4.2.2. traditional learning materials
8.4.3. balance task completion
8.5. Perceptions of the technology
8.5.1. technology have an influence
8.5.2. discourages exploration
8.5.3. for negotiation of meaning
9. Copyright and plagiarism
9.1. computer-based information
9.1.1. text
9.1.2. graphics
9.1.3. music or software
9.1.4. images
9.2. Plagiarism using materials
9.2.1. WWW is also common
9.2.2. Being Digital
10. Viruses
10.1. email and can destroy files
10.2. destroy data
10.3. through unsolicited email
10.4. viruses successful
10.4.1. I love you virus