1	Developing CALL Theory A New Frontier Phil Hubbard Stanford University JALTCALL Conference Nagoya: May 31, 2008
2	Some musings on theory The makings of a field: practice, research, and theory Is CALL a field? What is CALL theory now? What could it be in the future?
3	What is CALL? Computer Assisted Language Learning Computer is everywhere: digital technology How can we use computers in all their incarnations, along their associated components & networks), to improve language learning?
4	Improve language learning? 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)
5	Improve language learning? 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) www.stanford.edu/~efs/callcourse/CALL6.html
6	What is theory? Long (1990, p. 651): “The description specifies what is acquired; the theory explains how” Not all theories attempt to explain how What counts as explanation varies “A description has the beginning of explanation embedded in it”
7	What is theory? Mitchell & Myles (1998: 2) “…a theory is a more or less abstract set of claims about the units that are significant within the phenomenon under study, the relationships that exist between them, and the processes that bring about change”
8	What is theory? Mitchell & Myles (1998: 3) “Theories may be embryonic and restricted in scope, or more elaborate, explicit, and comprehensive”
9	Some views of CALL theory Warschauer & Kern (2000): Three theoretical perspectives on language teaching and learning applied to CALL Structural Cognitive/constructivist Sociocognitive
10	Some views of CALL theory Egbert & Hanson Smith (1999, 2007): “…educators do not need a discrete theory of CALL to understand the role of technology in the classroom; a clear theory of SLA and its implications for the learning environment serves this goal.” (2007, p. 3)
11	Some views of CALL theory Levy & Stockwell (2006): “with rare exceptions, CALL designers and language teachers are predominantly in the role of consumers as far as theory is concerned. For those in this group who see value in theory (and it must be said not all do), they review, select, and apply theories of language learning produced by others” (p. 139).
12	Some views of CALL theory Chapelle (2003): Three theoretical perspectives on interaction applied to CALL: interaction hypothesis sociocultural theory depth of processing theory
13	Some views of CALL theory Chapelle (2003: 55): “A useful theory of interaction in CALL needs to define broadly what interaction consists of, what kinds of interaction are believed to be important for SLA, and why. This general understanding provides an essential basis for conceptualizing and evaluating the new types of interaction made available through CALL.”
14	CALICO, EuroCALL & IALLT Joint Statement on Scholarly Activities “CALL researchers…engage in systematic inquiry seeking to discover new information, create or revise theories, and develop learning tools…” https://www.calico.org/p-285-%20Scholarly%20Activities%20in%20CALL.html Ratified by the CALICO membership in 2001.
15	CALICO, EuroCALL & IALLT Joint Statement on Scholarly Activities “Research in the field of CALL is continually expanding into new areas, drawing on theories from related fields and creating its own theoretical and methodological paradigms.”
16	CALICO, EuroCALL & IALLT Joint Statement on Scholarly Activities “Studies on how students learn with these materials can contribute to our knowledge of SLA and to the development of CALL theory itself, that is, understanding how the use of technology affects the process of language learning.”
17	What is CALL theory? Collectively, CALL theory is the set of perspectives, models, frameworks, and specific theories that offer generalizations to account for phenomena related to the use of computers in the pursuit of language learning objectives, to ground relevant research agendas, and to inform effective CALL practice.
18	What is a CALL theory? A CALL theory is a set of claims about the meaningful elements and processes within some domain of CALL, their interrelationships, and the impact that they have on language learning development and outcomes.
19	CALICO Journal Study Review of “theory” in 25 years of CALICO Journal articles (Hubbard, 2008) Research Questions How commonly is the word theory used in articles across the CALICO Journal? What specific theories are mentioned? What are the dominant theories? What are the identifiable examples of “native CALL” theories? What disciplines do the articles draw their theoretical references from?
20	CALICO Study Method
21	CALICO Study Results Search for “theory”: 244 articles; 166 found “theory” in the main text 113 distinct theory references: most to specific theories, some to generic (e.g., Schema Theory vs. Learning Theory) 77 mentioned in a single article 19 mentioned in exactly two articles
22	CALICO Study Results Only 17 mentioned in 3 or more articles
23	CALICO Study Findings Research Questions How commonly is the word theory used in articles across the CALICO Journal? Commonly: 166 articles What specific theories are mentioned? 113 distinct references, most specific, some generic, some not clear What are the dominant theories? There are none
24	CALICO Study Findings Research Questions What are the identifiable examples of “native CALL” theories? Oller (1996), 2 references to “CMC theory” and 1 to “CALL theory” What disciplines do the articles draw their theoretical references from? Learning (from psychology & education), SLA, Linguistics, and HCI/technology in education
25	Characterizing CALL Theory Atheoretical CALL: research and practice that makes no formal connection to any theory Theory Borrowing: taking a theory directly from its source (linguistics, education, SLA, HCI, etc.) and applying it directly in a CALL setting Theory Adaptation: using versions of existing theories with explicit changes to fit the CALL context
26	Characterizing CALL Theory Theory Synthesis: borrowing or adapting from multiple sources with coherent results, such as blending an SLA theory with an HCI theory Theory Construction: the creation of a native CALL theory, perhaps informed by external theoretical considerations but firmly grounded on insights from CALL research and experience Theory Refinement: the improvement of a theory through cycles of research and reflection; this could apply to (3), (4) , or (5).
27	CALL Theory Borrowing Take generalizations from a relevant theory (e.g., Interactionist) Test the generalizations within a CALL environment Describe the similarities and differences relative to non-CALL environments Often used to test CALL rather than the theory
28	CALL Theory Adaptation I Take one or more generalizations from a relevant theory Test the generalizations within a CALL environment Based on results, hypothesize theory adjustments required by the CALL environment Example: Smith (2003) for negotiated interactions in CMC
29	CALL Theory Adaptation II Take one or more generalizations from a relevant theory Identify unique elements/aspects of the computer environment Hypothesize theory adjustments required by the CALL environment Test hypotheses Revise/refine theory accordingly
30	CALL Theory Synthesis Take elements of two or more relevant theories Hypothesize theory adjustments required by the CALL environment Test hypotheses Revise/refine theories accordingly Example: Plass & Jones (2005) – Integrated model of second language acquisition with multimedia
31	CALL Theory Construction Use a grounded theory approach, or Develop theory directly from data, experience, and insights Test theory Revise/refine theory accordingly Example: White (2005) – Learner-Context Interface Theory for distance language learning
32	Computer-centered CALL Model Levy & Hubbard (2005). “Why call CALL ‘CALL’” (editorial). CALL Journal 18.3.
33	Learner-centered CALL Model Levy & Hubbard (2005). “Why call CALL ‘CALL’” (editorial). CALL Journal 18.3.
34	Computer-centered CALL Model Levy & Hubbard (2005). “Why call CALL ‘CALL’” (editorial). CALL Journal 18.3.
35	CALL Theory Framework: What does the computer in its mediating role bring to the process of language learning? How can we use this to enhance and accelerate theory adaptation, synthesis, construction, and refinement in CALL?
36	CALL Theory Framework: Some Computer Characteristics Archiving & indexing Transferring Linking Controlling time Transforming
37	Archiving & indexing Make text, audio & video content available Local, portable, and networked archiving Local and networked indexing Indexing by proficiency level
38	Transferring Broadcast (webcast) Streaming Downloading Text/audio/video CMC Synchronous: Skype Delayed synchronous: chat, MOO, IM Asynchronous: Voicemail, email attachments, discussion boards, etc
39	Linking Sound to text (captions, transcriptions) Sound or text to pictures/graphics To meaning supports (definitions, translations, explanations…) Multiple windows Note—juxtaposition, appearance, timing also key (HCI; Mayer’s Cognitive Theory)
40	Time control When to allow archiving, transferring, linking, etc. (condition or chronology) Recording timing Timeshifting Anytime, anywhere availability Standard & enhanced AV controls Speed control
41	Transforming Text to speech: anything can be listening Speech to text (ASR) Speech to graphic (wave form, contour) Compression Audio Video Change quality/enhance (equalizer, normalizer, etc.)
42	Theory on the New Frontier Mobile language learning Web 2.0 Virtual learning environments …and beyond
43	Theory on the New Frontier In each case: What are the characteristics/affordances of the computer mediation? How might proposed applications influence language learning? How do they connect to existing theories/models (CALL, Learning, Linguistic, SLA, HCI…)? What is the potential impact on CALL theory?
44	Summary Theory helps CALL as a field Currently, CALL theory is limited CALL theory will develop through adaptation, synthesis, construction and refinement A conceptual framework for CALL centered on computer mediation of interaction and learning holds promise for promoting theory development