Rejecting instrumental-deterministic CALL: Towards a critical reading of power in online English education

As online education expands in the wake of recent global events, concerns over privileging dominant languages, cultures and epistemologies gain prominence. Despite explicit biases assumptions found within hegemonic learning contexts, however, inquiry domain computer-assisted language (CALL) typically manifests via decontextualised interpretations. Consequently, this aims to contribute theoretical expansion digital by situating CALL Feenberg’s critical theory technology (CTT). In doing so, it intends answer calls for engagement CTT question instrumental deterministic accounts English (ELL) expose subtle influences that impact transmission space. This finds ELL obfuscates alternative epistemological linguistic with prevalence native speakerism presupposing dominion subaltern cultures. Practitioners should thus moderate temptation draw on ‘euphoric’ conceptualisations CALL, specific reference exaggerated visions egalitarian participation structures across-the-board beneficial practices learner engagement. Finally, not all uses hold equal power status, graduated degrees access technological capital driving a circular system socio-economic reproduction.