One of the dangers of practitioners relying on intuition, and using technology in
ways they see fit is that emphasis is placed more on the technology than the
pedagogy, and Stockwell, reviewing studies from 2001– 05 concluded that there
was ‘an element of failure to stipulate why a given technology was used in achieving
learning objectives’ (2007: 115). Reviewing the history of CALL (Delcloque, 2000), it
also has to be noted that the field has been largely ‘technology-driven rather than
serving pedagogical needs’ (Macaro et al. 2012: 2).