Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-5b777bbd6c-f9nfp Total loading time: 0 Render date: 2025-06-18T15:46:17.872Z Has data issue: false hasContentIssue false

4 - The Shifting Focus of CALL Research

from Part I - Laying the Foundations

Published online by Cambridge University Press:  15 June 2025

By
Yijen Wang
Edited by
Glenn Stockwell  and
Yijen Wang
Glenn Stockwell
Affiliation:
Waseda University, Japan
Yijen Wang
Affiliation:
Waseda University, Japan
Get access

Summary

Early CALL researchers focused primarily on the technical aspects of language learning, such as computer program design and the use of multimedia. However, over time the field has evolved to encompass a wider range of pedagogical and psychological considerations. For example, researchers have investigated the efficacy of different teaching approaches, such as task-based language learning and communicative language teaching through technology. They have also explored the role of learner motivation in technology-mediated language learning, as well as the impact of technology on learners’ attitudes toward language learning. In terms of research design and settings, CALL studies have become increasingly diverse. While early studies often relied on small-scale, laboratory-based experiments, more recent research has taken place in real-world educational settings, such as classrooms and online learning environments using a wider range of research methods, including both quantitative and qualitative approaches. Overall, while there have been significant developments in CALL research over the past four decades, there are still many questions that remain unanswered. As technology continues to evolve, it is likely that researchers will continue to explore new avenues for integrating technology into language education and addressing the challenges that arise along the way.

Keywords

research designresearch biasaffordanceeffecitvenessresearch context
Type
Chapter
Information
The Cambridge Handbook of Technology in Language Teaching and Learning , pp. 58 - 72
Publisher: Cambridge University Press
Print publication year: 2025

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Book purchase

Temporarily unavailable

References

References

Alamer, A., & Khateeb, A. A. (2023). Effects of using the WhatsApp application on language learners motivation: A controlled investigation using structural equation modelling. Computer Assisted Language Learning, 36(1–2), 149–175. https://doi.org/10.1080/09588221.2021.1903042CrossRefGoogle Scholar
Alvarez-Marinelli, H., Blanco, M., Lara-Alecio, R., Irby, B. J., Tong, F., Stanley, K., & Fan, Y. (2016). Computer assisted English language learning in Costa Rican elementary schools: An experimental study. Computer Assisted Language Learning, 29(1), 103–126. https://doi.org/10.1080/09588221.2014.903977CrossRefGoogle Scholar
Andujar, A., & Salaberri-Ramiro, M. S. (2021). Exploring chat-based communication in the EFL class: Computer and mobile environments. Computer Assisted Language Learning, 34(4), 434–461. https://doi.org/10.1080/09588221.2019.1614632CrossRefGoogle Scholar
Bartlett, K. (2020). Teacher praxis within the “Communicative course of study guidelines” in Japan: Post-implementation pedagogy. Australian Journal of Applied Linguistics, 3(2), 168–182. https://doi.org/10.29140/ajal.v3n2.316CrossRefGoogle Scholar
Bax, S. (2003). CALL: past, present and future. System, 31, 13–28. https://doi.org/10.1016/S0346-251X(02)00071-4CrossRefGoogle Scholar
Beatty, K. (2010). Teaching and researching computer-assisted language learning (2nd ed.). Longman.Google Scholar
Bodnar, S., Cucchiarini, C., Strik, H., & van Hout, R. (2016). Evaluating the motivational impact of CALL systems: current practices and future directions. Computer Assisted Language Learning, 29(1), 186–212. https://doi.org/10.1080/09588221.2014.927365CrossRefGoogle Scholar
Burston, J. (2003). Proving IT works. CALICO Journal, 20(2), 219–226. https://doi.org/10.1558/cj.v20i2.219-226CrossRefGoogle Scholar
Carey, D., & McGettigan, C. (2017). Magnetic resonance imaging of the brain and vocal tract: Applications to the study of speech production and language learning. Neuropsychologia, 98, 201–211. https://doi.org/10.1016/j.neuropsychologia.2016.06.003CrossRefGoogle Scholar
Carhill-Poza, A., & Chen, J. (2020). Adolescent English learners’ language development in technology-enhanced classrooms. Language Learning & Technology, 24(3), 52–69. http://hdl.handle.net/10125/44738Google Scholar
Cheung, A. (2021). Language teaching during a pandemic: A case study of Zoom use by a secondary ESL teacher in Hong Kong. RELC Journal, 54(1), 55–70. https://doi.org/10.1177/0033688220981784CrossRefGoogle Scholar
Colpaert, J. (2009). Elicitation of learners’ personal goals as design concepts. Innovation in Language Teaching and Learning, 4(3), 259–274. https://doi.org/10.1080/17501229.2010.513447.CrossRefGoogle Scholar
Colpaert, J. (2012). The “Publish and perish” syndrome. Computer Assisted Language Learning, 25(5), 383–391. https://doi.org/10.1080/09588221.2012.735101CrossRefGoogle Scholar
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–339. http://dx.doi.org/10.2307/249008CrossRefGoogle Scholar
Ding, A. C. E., Ottenbreit-Leftwich, A., Lu, Y. H., & Glazewski, K. (2019). EFL teachers’ pedagogical beliefs and practices with regard to using technology. Journal of Digital Learning in Teacher Education, 35(1), 20–39. https://doi.org/10.1080/21532974.2018.1537816CrossRefGoogle Scholar
Dizon, G. (2016). A comparative study of Facebook vs. paper-and-pencil writing to improve L2 writing skills. Computer Assisted Language Learning, 29(8), 1249–1258. https://doi.org/10.1080/09588221.2016.1266369CrossRefGoogle Scholar
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.Google Scholar
Dörnyei, Z., & Ushioda, E. (2013). Teaching and researching: Motivation (2nd ed.). Routledge.CrossRefGoogle Scholar
Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford University Press.Google Scholar
Far, F. F., & Taghizadeh, M. (2022). Comparing the effects of digital and non-digital gamification on EFL learners’ collocation knowledge, perceptions, and sense of flow. Computer Assisted Language Learning, 1–33. https://doi.org/10.1080/09588221.2022.2146724CrossRefGoogle Scholar
Felix, U. (2005). Analysing recent CALL effectiveness research: Towards a common agenda. Computer Assisted Language Learning, 18(1–2), 1–32. https://doi.org/10.1080/09588220500132274CrossRefGoogle Scholar
Felix, U. (2008). The unreasonable effectiveness of CALL: What have we learned in two decades of research? ReCALL, 20(2), 141–161.CrossRefGoogle Scholar
Fischer, R. (2007). How do we know what students are actually doing? Monitoring students’ behavior in CALL. Computer Assisted Language Learning, 20(5), 409–442. https://doi.org/10.1080/09588220701746013CrossRefGoogle Scholar
Gillespie, J. (2020). CALL research: Where are we now? ReCALL, 32(2), 127–144. https://doi.org/10.1017/S0958344020000051CrossRefGoogle Scholar
Godfroid, A., Winke, P., & Conklin, K. (2020). Exploring the depths of second language processing with eye tracking: An introduction. Second Language Research, 36(3), 243–255. https://doi.org/10.1177/0267658320922578CrossRefGoogle Scholar
Hadley, G. (2017). Grounded theory in applied linguistics research: A practical guide. Routledge. https://doi.org/10.4324/9781315758671CrossRefGoogle Scholar
Haghighi, H., Jafarigohar, M., Khoshsima, H., & Vahdany, F. (2019). Impact of flipped classroom on EFL learners’ appropriate use of refusal: Achievement, participation, perception. Computer Assisted Language Learning, 32(3), 261–293. https://doi.org/10.1080/09588221.2018.1504083CrossRefGoogle Scholar
Heidari, J., Khodabandeh, F., & Soleimani, H. (2018). A comparative analysis of face to face instruction vs. Telegram mobile instruction in terms of narrative writing. The JALT CALL Journal, 14(2), 143–156. https://doi.org/10.29140/jaltcall.v14n2.228CrossRefGoogle Scholar
Hubbard, P. (2005). A review of subject characteristics in CALL research. Computer Assisted Language Learning, 18(5), 351–368. https://doi.org/10.1080/09588220500442632CrossRefGoogle Scholar
Hubbard, P., & Levy, M. (2016). Theory in computer-assisted language learning research and practice. In Farr, F. & Murray, L. (Eds.), The Routledge Handbook of Language Learning and Technology (pp. 24–38). Routledge.Google Scholar
Jeon, J. (2022). Exploring AI chatbot affordances in the EFL classroom: Young learners’ experiences and perspectives. Computer Assisted Language Learning, 37(1–2), 1–26. https://doi.org/10.1080/09588221.2021.2021241CrossRefGoogle Scholar
Jin, T., Su, Y., & Lei, J. (2020). Exploring the blended learning design for argumentative writing. Language Learning & Technology, 24(2), 23–34. http://hdl.handle.net/10125/44720Google Scholar
Lee, Y. J. (2019). Integrating multimodal technologies with VARK strategies for learning and teaching EFL presentation: An investigation into learners’ achievements and perceptions of the learning process. Australian Journal of Applied Linguistics, 2(1), 17–31. https://doi.org/10.29140/ajal.v2n1.118CrossRefGoogle Scholar
Levy, M. (2000). Scope, goals and methods in CALL research: Questions of coherence and autonomy. ReCALL, 12(2), 170–195. https://doi.org/10.1017/S0958344000000525CrossRefGoogle Scholar
Loewen, S., Crowther, D., Isbell, D., Kim, K., Maloney, J., Miller, Z., & Rawal, H. (2019). Mobile-assisted language learning: A Duolingo case study. ReCALL, 31(3), 293–311. https://doi.org/10.1017/S0958344019000065CrossRefGoogle Scholar
Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons.Google Scholar
Nugroho, A., & Mutiaraningrum, I. (2020). EFL teachers’ beliefs and practices about digital learning of English. EduLite: Journal of English Education, Literature and Culture, 5(2), 304–321. https://doi.org/10.30659/e.5.2.304-321Google Scholar
Nunan, D. (1992). Research methods in language learning. Cambridge University Press.Google Scholar
Osorio-Saez, E. M., Eryilmaz, N., & Sandoval-Hernandez, A. (2021). Parents’ acceptance of educational technology: Lessons from around the world. Frontiers in Psychology, 12, 719430. https://doi.org/10.3389/fpsyg.2021.719430CrossRefGoogle ScholarPubMed
Quang, N., Linh, P. N., & Hiền, N. T. T. (2022). Tasks, self-efficacy, and L2 motivational self system in an online emergency EFL speaking class: A mixed-methods study. The JALT CALL Journal, 18(1), 1–33. https://doi.org/10.29140/jaltcall.v18n1.518Google Scholar
Schwarz, N., & Oyserman, D. (2001). Asking questions about behavior: Cognition, communication, and questionnaire construction. The American Journal of Evaluation, 22(2), 127–160. https://doi.org/10.1177/10982140010220020CrossRefGoogle Scholar
Stockwell, G. (2008). Investigating learner preparedness for and usage patterns of mobile learning. ReCALL, 20(3), 253–270. https://doi.org/10.1017/S0958344008000232CrossRefGoogle Scholar
Stockwell, G. (2012). Diversity in research and practice. In Stockwell, G. (Ed.), Computer-assisted language learning: Diversity in research and practice (pp. 147–163). Cambridge University Press. https://doi.org/10.1017/CBO9781139060981.009CrossRefGoogle Scholar
Stockwell, G. (2022). Historical foundations of technology in SLA. In Ziegler, N. & González-Lloret, M. (Eds.), The Routledge handbook of second language acquisition and technology (pp. 9–20). Routledge.CrossRefGoogle Scholar
Stockwell, G., & Reinders, H. (2019). Technology, motivation and autonomy, and teacher psychology in language learning: Exploring the myths and possibilities. Annual Review of Applied Linguistics, 39, 40–51. https://doi.org/10.1017/S0267190519000084CrossRefGoogle Scholar
Tanaka-Ellis, N., & Sekiguchi, S. (2019). Making global knowledge accessible to EFL speakers of an undergraduate leadership program through a flipped and ubiquitous learning environment. Technology in Language Teaching & Learning, 1(1), 3–20. https://doi.org/10.29140/tltl.v1n1.141CrossRefGoogle Scholar
Thomas, S. (2020). Students’ evaluation of a classroom bring-your-own-device (BYOD) policy. The JALT CALL Journal, 16(1), 29–49. https://doi.org/10.29140/jaltcall.v16n1.208CrossRefGoogle Scholar
Tsai, Y.-R. (2014). Applying the Technology Acceptance Model (TAM) to explore the effects of a course management system (CMS)-Assisted EFL writing instruction. CALICO Journal, 32(1), 153–171. https://doi.org/10.1558/calico.v32i1.25961.CrossRefGoogle Scholar
Wang, J., An, N., & Wright, C. (2018). Enhancing beginner learners’ oral proficiency in a flipped Chinese foreign language classroom. Computer Assisted Language Learning, 31(5–6), 490–521. https://doi.org/10.1080/09588221.2017.1417872CrossRefGoogle Scholar
Wang, Y. (2021). In-service teachers’ perceptions of technology integration and practices in a Japanese university context. The JALT CALL Journal, 17(1), 45–71. https://doi.org/10.29140/jaltcall.v17n1.377CrossRefGoogle Scholar
Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language Teaching, 31, 57–71. https://doi.org/10.1017/S0261444800012970CrossRefGoogle Scholar
Yang, S. (2018). Language learners’ perceptions of having two interactional contexts in eTandem. Language Learning & Technology, 22(1), 42–51. https://dx.doi.org/10125/44577Google Scholar
Zhu, Y., Shum, S.-K. M., Tse, S.-K. B., & Liu, J. J. (2016). Word-processor or pencil-and-paper? A comparison of students’ writing in Chinese as a foreign language. Computer Assisted Language Learning, 29(3), 596–617. https://doi.org/10.1080/09588221.2014.1000932CrossRefGoogle Scholar

Further Reading

This chapter provides an overview of qualitative, quantitative, and mixed-methods approaches used in CALL research, investigating various aspects such as grammar, vocabulary, reading/writing, listening/speaking, pragmatics, intercultural competence, and overall communication skills. The chapter also discusses potential future research directions and methodologies for CALL.

This co-edited book lays the foundation for CALL research. It emphasizes diverse approaches and the involvement of researchers, teachers, and students in exploring computer-enhanced language learning. Written by well-known researchers in the field, the book offers an accessible view, additional resources, and suggestions for CALL research. Despite its publication date, its relevance endures, as it addresses current research issues, presents theories, and considers the factors that influence the outcomes. It complements other CALL and research texts, benefiting teachers and researchers situated in various contexts.

This book provides a comprehensive exploration of MALL; the use of terms CALL and MALL is discussed in chapter 2. That chapter also explores the evaluation of research conducted in the fields of CALL and MALL. It emphasizes the complex nature of research, theory, and practice, highlighting what is involved in assessing the effectiveness and impact of these learning approaches. By addressing the challenges and complexities of conducting research in CALL and MALL, this book, and especially its second chapter, sheds insight into the evolving landscape of technology-assisted language learning.

Chun, D. (2017). Research methods for investigating technology for language and culture learning. In Chapelle, C. A., & Sauro, S. (Eds.), The handbook of technology in second language teaching and learning (pp. 393–408). John Wiley & Son. https://doi.org/10.1002/9781118914069.ch26CrossRefGoogle Scholar
Egbert, J. L., & Petrie, G. M. (Eds.) (2005). CALL research perspectives. Routledge.Google Scholar
Stockwell, G. (2022). Mobile assisted language learning: Concepts, contexts, and challenges. Cambridge University Press. https://doi.org/10.1017/9781108652087CrossRefGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×