d. Opportunities for language exposure and production
The fourth principle is that learners are exposed to and encouraged to produce varied and creative language. Spolsky 1989: 166, as cited in Egbert,
Chao, Hanson- Smith 1999: 5 states that “the outcome of language learning
depends in large measure on the amount and kind of exposure to the target language.” From here, Egbert, Chao, and Hanson-Smith 1999 signify that an
authentic task alone may not be enough for language acquisition and that encouragement to language production are also needed since
“output is also a means
to language development” p.5. Indeed, enhancing the input learners are exposed to Smith 1993, as cited in Ellis 2008 and encouraging them to produce
language Swain 1985, as cited in Ellis 2008 are important to foster learning. As for the application of CALL, the medium of learning thus should also
cater language exposure and encourage production. To achieve this, the learning medium should provide students with opportunities to
“read or hear modified comprehensible input” and “produce or write modified comprehensible output”
Holliday 1999: 188. As the CALL principles are not standalone to one another Egbert, Chao, Hanson-Smith 1999, these opportunities are closely related to
the intensity of students‟ use of the target language during interactions and the authenticity of the tasks. In addition, the learning medium should also provide
students with a rich source of language input to support the production of varied and creative language Krashen Terrell 1983, as cited in Egbert, Chao,
Hanson-Smith 1999. It can be done such as by supplying the learning medium with sufficient explanations, examples, self-learning materials, and tasks.
e. Time and feedback
The fifth principle is that learners have enough time and feedback. Egbert, Chao, and Hanson-Smith 1999 suggest that learners need sufficient time and
feedback to cater the formulation of ideas. Within the classroom, learners‟ individual factors may determine the time needed for each learner to finish a task
well. Egbert, Chao, and Hanson-Smith see this implying that certain flexibility must be set into the time line for the task so that all learners have the opportunity
to reflect on and express their ideas. As computer-mediated communication allows asynchronous communication to take place, CALL applications, such as
online learning, would certainly grant the students with time flexibility to work on their tasks. It is the deadlines of task submission, however, that the teacher has to
carefully decide to ensure that the students have enough time to formulate ideas and complete their work.
Egbert, Chao, and Hanson-Smith 1999 also highlight the importance of explicit, appropriate, and individualized feedback in assisting learners to reach the
goal of a task. The term „feedback‟ itself refers to “information given to learners
which they can use to revise their interlanguage” Ellis 2008: 918. What it means
by “explicit” feedback is that feedback meeting the students‟ on-task questions, while “appropriate” refers to the feedback is given as much help as the student
needs but neither less or more Egbert, Chao, Hanson-Smith 1999: 5. The feedbacks for students can come not only from the teacher but also their peers
Hyland 2003. In the application of CALL, it thus takes a careful planning by the teachers to make sure students receive enough feedback.
f. Attention to the learning process
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