摘要：The rate at which computer-assisted language learning (CALL) has evolved during the last three decades is remarkable. With annual conferences devoted to its various aspects, books being published regularly, and at least four international journals dedicated to this specialty, CALL continues to grow given the interest and commitment of the professionals and stakeholders concerned. A closer examination of the major aspects of CALL, such as its design and material, research, and practice (especially the relevant kind of teacher education) would reveal a gradual but steady increase of specialization and sophistication, thus attesting to the enormous potential of CALL in facilitating language learning (Levy & Stockwell, 2006).
其他摘要：The rate at which computer-assisted language learning (CALL) has evolved during the last three decades is remarkable. With annual conferences devoted to its various aspects, books being published regularly, and at least four international journals dedicated to this specialty, CALL continues to grow given the interest and commitment of the professionals and stakeholders concerned. A closer examination of the major aspects of CALL, such as its design and material, research, and practice (especially the relevant kind of teacher education) would reveal a gradual but steady increase of specialization and sophistication, thus attesting to the enormous potential of CALL in facilitating language learning (Levy & Stockwell, 2006).
