1. CALL Computer Assisted Language Learning : Research University of Stellenbosch

2. 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

3. “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)

4. 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 some form), and in relation to materials design. Research findings are frequently used to inform and refine pedagogical approaches and curriculum design.

5. What type of research? Most CALL research does not fit neatly into conventional categories. Mixed-method approaches are common, especially studies that make use of quantitative and qualitative approaches. One needs to look at research questions and decide what would constitute “useful” research.

6. 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

7. 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).

8. 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: 1Synchronous CMC involving chat, especially with L1 speakers of the target language. 2Asynchronous CMC for example a collaborative e-mail exchange.

9. Theory, Research, and Pedagogy One of the intriguing aspects of research is that sometimes the same data can be examined from different theoretical perspectives, 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.

10. What theory? A CALL researcher has to answer three important questions: 1What exactly is language learning considered to mean; 2what constitutes the unit of analysis (e.g., a single interaction, task, activity, learner) and, 3where are the boundaries of the learning context to be set?

11. Reading 1HyLL website: follow the links from the pages on CALL research. 2Levy, M. & Stockwell G. (2006) CALL Dimensions Options and Issues in Computer-Assisted Language Learning.

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