Originally viewed as a supplement to classroom instruction, communicative instruction-based CALL activities are now used to promote learner autonomy and to encourage involvement with the target language both inside and outside of the classroom. Inspired by the rapid development of technology from the early 1980s, computer-assisted language learning (CALL) has now become an important component of foreign language learning pedagogy. Dauer stated that English is especially difficult because the pronunciation of words is not clearly shown by how they are written.
Thus, it would also help them to take away the feeling of competition or comparison that others are all smarter and more confident.” (Price, 1991:107.
The discussion, it was assumed, would heighten their awareness that the feelings of anxiety are common in most of the learners and are not associated with any particular individual. As a first step, it was generally maintained that teachers should take time to discuss or initiate discussion in the class by pointing out that it is very common for students to feel uncomfortable, uneasy and anxious while speaking English, thus inviting their thoughts about its possible reasons as well as solutions. “It was also asserted that students’ self-related cognitions and beliefs should be taken into account in order to successfully cope with language anxiety. It is also broader in the sense that it pertains not only to the teacher’s evaluation of the students but also to the perceived reaction of other students as well (Shams, 2006: 10.
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