Technology-mediated task-based language teaching: a CALL evaluation framework and its pedagogical implications

This paper proposes an updated framework for the evaluation of the computer-assisted language learning (CALL) framework, further developed from Chapelle (2001) and Gonzalez-Lloret and Ortega (2014). Based on a review of prominent previous CALL evaluation frameworks, an exploration of relevant literature in formal evaluation and my own first-hand practical experience,1 this paper provides an updated computer-mediated task evaluation framework to aid student language learning. The current paper makes use of a hybrid evaluation framework drawing from Chapelle (2001) and Gonzalez-Lloret and Ortega (2014), identifying and addressing gaps in their frameworks. The proposed CALL framework is based on nine criteria: primary focus on meaning, goal-orientation, learner autonomy, affective dimension, authenticity, reflective learning, learner fit, positive impact, and practicality. The chosen criteria permit the elaboration of an evaluation framework that takes recent research findings on best practices in the design of CALL tasks into account. This paper provides a detailed explanation of the proposed CALL evaluation framework and pedagogical design, which will allow CALL designers and teachers to assess the design and evaluate the effectiveness of their technology-mediated language tasks.