摘要：Less than two decades ago most of the activities in Computer Assisted Language Learning (CALL) were created with a “one-size-fits-all” understanding of how computers could enhance language learning. Across the board, the sole rationale for using technology, mostly computerbased, was that it was useful and motivating for learners. The obvious lack of a solid research base for such practice gradually led both CALL researchers to approach the use of technology in language teaching and learning more empirically. Only recently has the field of CALL begun to undergo self-evaluation (Gónzalez-Lloret & Ortega, 2014), and researchers are now claiming that in order for the field to progress, it is necessary to look to SLA principles that make language teaching effective (Chapelle, 1998; Levy, 1999).
其他摘要：Less than two decades ago most of the activities in Computer Assisted Language Learning (CALL) were created with a “one-size-fits-all” understanding of how computers could enhance language learning. Across the board, the sole rationale for using technology, mostly computerbased, was that it was useful and motivating for learners. The obvious lack of a solid research base for such practice gradually led both CALL researchers to approach the use of technology in language teaching and learning more empirically. Only recently has the field of CALL begun to undergo self-evaluation (Gónzalez-Lloret & Ortega, 2014), and researchers are now claiming that in order for the field to progress, it is necessary to look to SLA principles that make language teaching effective (Chapelle, 1998; Levy, 1999).
