From Labs to Learning Apps: Analyzing the Evolution and Future of Computer-Assisted Language Learning
Subject Areas : Journal of Applied Linguistics Studies
1 - Department of English Language Teaching, Gorgan Branch, Islamic Azad University, Gorgan, Iran
Keywords: CALL, language learning, AI,
Abstract :
The evolution of Computer-Assisted Language Learning (CALL) has transformed language education, integrating advanced technologies and innovative methodologies to enhance linguistic acquisition. This paper explores critical issues in CALL, including learner anxiety, educator preparedness, and inconsistencies in implementation, highlighting the challenges these factors pose to achieving effective outcomes. It examines emerging trends such as augmented reality (AR), gamification, artificial intelligence (AI), and virtual reality (VR), emphasizing their potential to reshape language learning environments through immersive, personalized, and context-rich experiences. Furthermore, the paper underscores the importance of addressing factors influencing reliability and validity in CALL assessments, including test design, administration, and learner characteristics. Drawing on theoretical and empirical insights, it discusses how these advancements align with contemporary pedagogical principles, promoting engagement, motivation, and inclusivity. The study concludes by advocating for a balanced integration of technological tools and sound pedagogical practices, ensuring that CALL continues to adapt to the dynamic needs of globalized, tech-savvy learners while fostering sustainable and effective language education.
Kannan, J., & Munday, P. (2018). New trends in second language learning and teaching through the lens of ICT, networked learning, and artificial intelligence.
Kessler, G. (2018). Technology and the future of language teaching. Foreign language annals, 51(1), 205-218.
Larsen‐Freeman, D. (2018). Looking ahead: Future directions in, and future research into, second language acquisition. Foreign language annals, 51(1), 55-72.
Shadiev, R., & Yang, M. (2020). Review of studies on technology-enhanced language learning and teaching. Sustainability, 12(2), 524.
Guan, C., Mou, J., & Jiang, Z. (2020). Artificial intelligence innovation in education: A twenty-year data-driven historical analysis.
International Journal of Innovation Studies, 4(4), 134-147.
Kessler, G., & Hubbard, P. (2017). Language teacher education and technology. The handbook of technology and second language teaching and learning, 278-292.
Ma, Q. (2017). A multi-case study of university students’ language-learning experience mediated by mobile technologies: A socio-cultural perspective. Computer assisted language learning, 30(3-4), 183-203.
Zhang, R., & Zou, D. (2022). Types, purposes, and effectiveness of state-of-the-art technologies for second and foreign language learning. Computer Assisted Language Learning, 35(4), 696-742.
Mei, B., Brown, G. T., & Teo, T. (2018). Toward an understanding of preservice English as a Foreign Language teachers’ acceptance of computer-assisted language learning 2.0 in the People’s Republic of China. Journal of Educational Computing Research, 56(1), 74-104.
Shadiev, R., Hwang, W. Y., & Huang, Y. M. (2017). Review of research on mobile language learning in authentic environments. Computer Assisted Language Learning, 30(3-4), 284-303.
O’Dowd, R. (2021). Virtual exchange: Moving forward into the next decade. Computer Assisted Language Learning, 34(3), 209-224.
Chapelle, C. A., & Sauro, S. (2017). Introduction to the handbook of technology and second language teaching and learning. The handbook of technology and second language teaching and learning, 1-9.
Chen, Y. C. (2024). Effects of technology-enhanced language learning on reducing EFL learners’ public speaking anxiety. Computer Assisted Language Learning, 37(4), 789-813.
Li, M. (2018). Computer-mediated collaborative writing in L2 contexts: An analysis of empirical research. Computer Assisted Language Learning, 31(8), 882-904.
Bailey, D. R., & Lee, A. R. (2020). Learning from experience in the midst of COVID-19: Benefits, challenges, and strategies in online teaching. Computer-Assisted Language Learning Electronic Journal, 21(2), 178-198.
Parmaxi, A., & Demetriou, A. A. (2020). Augmented reality in language learning: A state‐of‐the‐art review of 2014–2019. Journal of Computer Assisted Learning, 36(6), 861-875.
Rosell-Aguilar, F. (2018). Autonomous language learning through a mobile application: a user evaluation of the busuu app. Computer Assisted Language Learning, 31(8), 854-881.
Reinhardt, J. (2019). Social media in second and foreign language teaching and learning: Blogs, wikis, and social networking. Language Teaching, 52(1), 1-39.
Gillespie, J. (2020). CALL research: Where are we now?. ReCALL, 32(2), 127-144.
Sun, Z., Lin, C. H., You, J., Shen, H. J., Qi, S., & Luo, L. (2017). Improving the English-speaking skills of young learners through mobile social networking. Computer assisted language learning, 30(3-4), 304-324.