CALLComputer Assisted Language Learning : Research

University of Stellenbosch

Introduction

So far, we have not examined the assumption that CALL works, that teaching language using computers in some way makes learning "better." But what exactly is "better?“

Phil Hubbard (2007)http://www.stanford.edu/~efs/callcourse/CALL6.htm

“Better”? “Enhanced”?

Possible interpretations:• learners pick up language knowledge or skills faster or with less

effort (learning efficiency) • learners retain language knowledge or skills longer and/or learn

more of what they need (effectiveness) • learners can get materials or experience interactions that

would otherwise be difficult or impossible (access) • learners can learn with equal effectiveness across a wider

range of times/places (convenience) • learners enjoy the language learning process more (motivation) • learners require less teacher time or less expensive materials

(institutional efficiency)

How do we know?

The only way is through research.

Research in CALL is primarily conducted in relation to language teaching and learning (using technology in

someform), and in relation to materials design.

Research findings are frequently used to inform andrefine pedagogical approaches and curriculum design.

What type of research?

Most CALL research does not fit neatly into conventionalcategories.

Mixed-method approaches are common, especially studiesthat make use of quantitative and qualitative approaches.

One needs to look at research questions and decide what would constitute “useful” research.

Survey research

Surveys are frequently used in CALL research and, typically, they are employed to assess student attitudes and perceptions.

Can be broad or narrow in scope.

Broad: gauge student responses to a mix of CALL activities viewed collectively (their response to web-enhanced language learning, for example)

Narrow: focus more specifically on student attitudes and perceptions in relation to a particular CALL product

Comparative research

Comparative studies have featured strongly in CALL, as they have done in educational technology more generally. Many of these research studies, from the early ones to the present day, have sought to prove unequivocally that the IT alternative is superior to approaches to language teaching that do not involve technology.

(Levy 2006: 147).

Researching Language Learning Through CMC

CMC is a feature in many recent studies in CALL. Two areas in particular have been the focus of research:

1 Synchronous CMC involving chat, especially with L1 speakers of the target language.

2 Asynchronous CMC for example a collaborative e-mail exchange.

Theory, Research, and Pedagogy

One of the intriguing aspects of research is that sometimes

the same data can be examined from different theoreticalperspectives, often with interesting results.

The researcher's theoretical position is critical in determining

what factors are brought into the foreground and what factors are placed in the background, or left out

altogether.

What theory?

A CALL researcher has to answer three important questions:

1 What exactly is language learning considered to mean;

2 what constitutes the unit of analysis (e.g., a single interaction, task, activity, learner) and,

3 where are the boundaries of the learning context to be set?

Reading

1 HyLL website: follow the links from the pages on CALL research.

2 Levy, M. & Stockwell G. (2006) CALL DimensionsOptions and Issues in Computer-Assisted Language Learning.

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