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CALL inherently supports [[learner autonomy]], the final of the eight conditions that Egbert et al. (2007) cite as “Conditions for Optimal Language Learning Environments”. Learner autonomy places the learner firmly in control so that he or she “decides on learning goals” (Egbert et al., 2007, p. 8).<ref>Egbert J., Chao C.-C., & Hanson-Smith E. (2007) Introduction: Foundations for Teaching and Learning. In Egbert J. & E. Hanson-Smith (eds.) '' CALL environments: Research, practice, and critical issues '' (2nd edition). Alexandria, VA: TESOL. (pp. 1-14).</ref>
It is all too easy when designing CALL software to take the comfortable route and produce a set of multiple-choice and gap-filling exercises, using a simple authoring tool (Bangs 2011),<ref>Bangs P. (2011) Introduction to CALL authoring programs. Module 2.5 in Davies G. (ed.) ''Information and Communications Technology for Language Teachers (ICT4LT)'', Slough, Thames Valley University [Online]: http://www.ict4lt.org/en/en_mod2-5.htm</ref> but CALL is much more than this; Stepp-Greany (2002), for example, describes the creation and management of an environment incorporating a [[Constructivism (learning theory)|constructivist]] and [[whole language]] philosophy. According to constructivist theory, learners are active participants in tasks in which they "construct" new knowledge derived from their prior experience. Learners also assume responsibility for their learning, and the teacher is a facilitator rather than a purveyor of knowledge. Whole language theory embraces constructivism and postulates that language learning moves from the whole to the part, rather than building sub-skills to lead towards the higher abilities of comprehension, speaking, and writing. It also emphasises that comprehending, speaking, reading, and writing skills are interrelated, reinforcing each other in complex ways. Language acquisition is, therefore, an active process in which the learner focuses on cues and meaning and makes intelligent guesses. Additional demands are placed upon teachers working in a technological environment incorporating constructivist and whole language theories. The development of teachers’ professional skills must include new pedagogical as well as technical and management skills. Regarding the issue of teacher facilitation in such an environment, the teacher has a key role to play, but there could be a conflict between the aim to create an atmosphere for learner independence and the teacher's natural feelings of responsibility. In order to avoid learners’ negative perceptions, Stepp-Greany points out that it is especially important for the teacher to continue to address their needs, especially those of low-ability learners.<ref name=steppgreany>Stepp-Greany J. (2002) "Student perceptions on language learning in a technological environment: implications for the new millennium", ''Language Learning & Technology'' 6, 1: 165-180 [Online]: http://llt.msu.edu/vol6num1/steppgreany/default.html</ref>
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