Previous Research on CALL Practice in L

Numerous studies have been devoted to the use of CALL in L2 education. CALL has

been found to be of benefit in providing realistic communication, increasing

authenticity and learner autonomy, and helping to engage interaction in order to address

the various learning styles of students (Kataoka, 2000). The computer is not considered

to be a substitute for a human teacher, but rather a powerful tool to enhance L2 learning.

A variety of CALL studies that examine language outcomes have reported that

CALL-based activities improve the fluency of four macro language skills and the

accuracy of the linguistic forms with regard to vocabulary, grammar, error correction

and text reconstruction (Chapelle & Jamieson, 2008; Chapelle, 2002). Another variety

of CALL studies with a focus on process investigate interaction, language modification,

language features, discourse functions, motivation and gender (Chapelle, 2002).

Empirical CALL research examines both the outcome and the process of L2 learning, as

EFL researchers and educators in Taiwan to examine both language outcomes and

learning processes in the EFL teaching and learning.

Computer-based listening provides a large number of activities or exercises to support

listening comprehension which is enhanced by the blending of graphics, texts and

videos in multimedia environments (Hui, Hu, Clark, Tam, & Milton, 2007; Jones, 2009).

Hoven (1999) maintained that computerised listening activities provided a

learner-centred environment with various levels of learning support that could address

different learning styles. Appropriate and meaningful CALL listening activities consider

the affective dimension as well as cognitive and linguistic dimensions of difficulty that

help L2 learners develop their listening strategies (Chapelle & Jamieson, 2008).

Speaking practice in CALL environments allows pairs or groups of students to converse

with each other and enables individual students to record their voice, and practice their

pronunciation, intonation and stress by the use of speech recognition technologies

(Hubbard, 2009), which analyse learners’ language and provide visual feedback. CALL

speaking activities provide learners with the opportunity for oral practice pertaining to

words, phrases and sentences and help develop fluency (Chapelle & Jamieson, 2008).

CALL-based speaking programs are intended to encourage EFL learners, who are

reticent in speaking English face-to-face, to speak without feeling embarrassed by their

However, this variety of CALL mainly offers interaction with the computer and

minimal interaction with other students. The web increases access to a wealth of

authentic audio and video for effective listening or speaking practice (Shawback &

Terhune, 2002; Sun, Chang, & Yang, 2011). Networked audio applications provide

interactive communication for immediate speaking practices (Sun, 2012). Spoken

communication for meaning negotiation produces a considerable amount of

comprehensible output that facilitates L2 learning and enhances communicative

competence.

It has been recognised that computer programs can assist reading development by

offering variety in reading formats, by using images, by presenting supplemental aids,

and by providing authentic materials (Kataoka, 2000). CALL reading activities provide

opportunities for interaction with the texts which are made salient to draw learners’

attention to specific aspects of the language (Chapelle & Jamieson, 2008).

Computer-based reading is said to improve reading comprehension, promote reading

fluency, develop intrinsic motivation for reading, and reinforce grammar and

vocabulary through the aids of text reconstruction, text glosses and the web (Abraham,

2008; Chun, 2006; Cobb & Stevens, 2009; Johnson & Heffernan, 2006; Shawback &

Terhune, 2002).

The use of computers is particularly proven to have positive effects on both the quality

(Pennington, 2004). Early work about writing in CALL focused on the use of word

processing to support the writing process during which vocabulary and grammar were

also developed (Hubbard, 2009). Web-based applications to promote writing have

opened up additional opportunities for written communication inside and outside the

classroom (Chapelle & Jamieson, 2008; Pennington, 2004). CMC tools greatly

contribute to text-based collaborative writing. Students develop writing and thinking

skills through interaction with others by interpreting, commenting and expressing their

thoughts in a language community as discussed in Sections 2.2.2 and 2.2.3 of this thesis.

In addition to the positive effects on aspects of L2 learning that are mentioned above,

research further shows that L2 learners have positive attitudes towards CALL (Chou et

al., 2008; Hwang, 2008; Lim & Shen, 2006; Tsai, 2006). Video-related activities in

particular increase motivation and satisfaction as well as boost students’ confidence

(Chapelle & Jamieson, 2008; Johnson & Heffernan, 2006; Shawback & Terhune, 2002).

Online or web-based learning also increases learner autonomy, facilitates interpersonal

communication, lowers learning anxiety, improves engagement and interaction,

increases participation, enhances acquisition of language knowledge, develops language

awareness, promotes critical thinking, and builds learning experience (Chou et al., 2008;

Chu, 2011; Eneau & Develotte, 2012; Eynon, 2000; Johnson & Heffernan, 2006; Tsai,

2006). Early use of CALL was limited to cognitive language proficiency while today’s

communication skills. The existing empirical results show that CALL is conducive to

L2 learning.

CALL has also gained popularity among English language professionals in fostering

students’ language competencies in Taiwanese higher education. The CALL approach in Taiwan, however, centres primarily on form-focused instruction to develop mastery

of linguistic knowledge and skills. This has been found to be of limited use in producing

communicative competence. This concern has prompted the inquiry relevant to this

research about how to maximise EFL teaching and learning by adopting a

socio-constructive approach that employs collaborative tasks to promote students’

dialogic interaction.CALL-based collaboration in particular by the use of CMC focuses

more on construction of meaning than the accuracy of grammar and sentences. Such

CMC-based collaboration creates opportunities for real applications of the target

language through communication; a discussion of CMC is presented below.