A Review of the Literature on the Integration of Technology into the Learning and Teaching of English Language Skills <s> Learners' Roles <s> Two crucial aspects of implementing instructional technologies effectively in language classrooms are having an understanding of the capabilities of various technologies and evaluating the usefulness of the technologies in realizing curricular goals. This paper presents a situated study -- based on a prominent pedagogical framework -- of the implementation of threaded discussions, a widely used instructional technology, to meet constructivist curricular objectives in university ESL classes. The authors use constructivist principles as a framework to evaluate the three-semester process of their implementation of threaded discussions to fulfill constructivist curricular goals. Of particular interest is the extent to which the technology, as mediated by the instructors, promoted selected cognitive and social skills as well as addressed affective factors and individual differences in students. <s> BIB001 </s> A Review of the Literature on the Integration of Technology into the Learning and Teaching of English Language Skills <s> Learners' Roles <s> This dissertation investigates the relationship between Computer-Assisted Language Learning (CALL) and language-learning approaches. In this sense, Language Learning Autonomy (LLA) seems to be the most preferred candidate by researchers in order to become the suitable approach in order to make the most out of technology (Blin, 1999; Little, 2001; Littlemore, 2003; The European Directorate General of Education and Culture, 2003; sanz, 2003; Villanueva, 2003). The increasing research on this specific field and the theoretical reflections derived from it over the last decade constitutes the framework of our study. Following previous studies (Beatty, 2003; Chapelle, 2003; Alessi, 2001; Marques, 1995, 2001; Rushby, 1997; Shin and Wastell, 1998; Blin, 1999; Holliday, 1999; Hoven, 1997, 1999; Murray, 1998; Sanz, 2003), the aim of the present study is to examine to what extent an approach to language learning autonomy from a socioconstructivist perspective can effectively inform the design of a specific language learning package taht promotes both autonomising behaviours and positive attitudes in learners. With these reflections in mind, three aspects underline the present study, namely 1) the need to carry out qualitative studies in order to inform a theoretical framework for CALL development, 2) the need to focus on the relationship between CALL and LLA and 3) the need to examine the "teachibility"of learner autonomy by means of a language learning package designed for this specific purpose. This context motivated the following actions: 1) to design a pilot application based upon autonomising criteria (TADLA: Technology Applied to the Development of Learner Autonomy); 2) to test this design with learners with a specific learner style regarding their learner autonomy degree. And finally 3) to compare the results obtained in the tests of other language learning package (Communicate and Connect, 2003). The results obtained in the case-study confirm that the criteria upon which the design of TADLA is based could be considered the requirements that enable the integration of autonomising strategies within the learning activities. In this sense, attention to learning styles, implementation of authentic materials, the possibility of transfer and a discursive approach among others are suitable criteria for the development of attitudes that could lead to a later development of learner autonomy. <s> BIB002 </s> A Review of the Literature on the Integration of Technology into the Learning and Teaching of English Language Skills <s> Learners' Roles <s> Abstract This article focuses on the implications of the integration of computer technology into education for teachers, the teaching profession and the educational labor market. A Delphi study was done, consisting of interviews with experts in the field of educational technology and a round-table discussion of the results of the interviews. This resulted in two scenarios about the future of computer technology in education and its impact on teaching. In the first scenario educational technology primarily supports individualization of learning processes, in the second scenario the emphasis is on authentic learning in a community of learners, supported by technology. The article discusses these scenarios and their implications for the role of the teacher, the teaching profession and the educational labor market. <s> BIB003
Learners' roles are changed with the integration of technology into their classes.  and  stated that learners' roles change from passive to active with the integration of technology. Classes change from teacher-centered to learner-centered. Teacher-centered classes are traditional ones and learners have passive roles. In these classes, learners just receive information whereas teachers have active organizer roles. Teachers design lessons, identify the objectives of the lessons, and give feedback to their learners. Through changing teacher-centered classes to learner-centered ones, teachers' and learners' roles change. Learners are active participants in the lessons  BIB001 . In the CALL classes, learners will have the autonomous roles.  and  supported this and revealed that CALL leads to autonomy. CALL permits learners to study individually and leads to the learners' autonomy (Pennington, 1996) . Learners take the responsibility of their own learning BIB002  Shetzer & Warshauer, 2000) , and do not depend on their teachers through integrating technology in their classes  . Furthermore, technology permits learners to learn based on their own styles and learners have more freedom in their learning BIB003 and experience authentic language learning  . When learners use technology they are not only recipients of information they have also active role in learning and teaching. They select, receive information and then transfer and use them. Technologies permit learners to identify their interests and capabilities. According to the learning pace, learners get update information and knowledge and communicate with their society  . ICT enables learners to learn according to their own pace and level and they can control their learning, urges active learning rather than passive, promotes physical and mental abilities of learners, and involves learners in study and data analysis, so facilitates higher-levels of thinking process  .