Personal computers today are able to play natural sounding human speech and provide full-screen interactive video. Computers can also allow users to communicate globally and to interact with one another in real-time using chat lines, Webcams (Web cameras), etc. Such virtual communication avenues offer opportunities for authentic language use between native and non-native. Furthermore, CD-ROMS used with laptop computers can offer language instruction almost anywhere on demand. With so many possibilities available, broadly speaking, the computer can be used essentially in three ways for language teaching. It can be used to present material to the entire class; it can be used by small groups of learners working collaboratively at the screen, either in the classroom or on a self-access basis; and it can be used as an individual resource either in the classroom or on a self-access basis [1]. Whenever the computer is used in any of the three ways for language teaching, it can be utilized as a productivity tool and as an instrument for promoting higher-order thinking skills—in other words, as a cognitive stimulator. This article considers the role of cognition in language learning and explores constructivism and Bloom's taxonomy of higher-order thinking skills. By noting how computer-assisted language learning (CALL) and cognitive development are linked, we can understand why the computer is under-utilized as a promoter of higher-order thinking skills and suggests ways to remedy that situation for language learning with computers.
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