O n f e r e n c e

partners)
, Wimba voice 
(an online platform supporting the communicative styles of 
language learning by providing different ways of listening to, writing in and speaking a 
foreign language) and Didier’s 
Labo de langue 
(an online tool available to user of the 
publisher’s textbooks provides a space for communication with and amongst students) 
are not available to our students, we will mainly use existing technology and social 
platforms with the exception of a locally developed software programme allowing the 
teacher to record one part of a conversation and the student to reply in turn. The 
conversation will be stored as a single audio file allowing the teacher to record comments 
in the final iteration which will be sent back to the student. In Hubbar
d’s (2003) survey 
on unanswered questions in CALL it is mentioned that increased efficiency-effectiveness 
in learning can be proved by comparison with non-CALL media, but studies using 
comparative experimental-control group designs are rare. The technology described 
above will thus be used during the first phase of the cycle for each of the different groups 
to ensure having a comparative experimental-control group integrating CALL media.
(Language) learning effectiveness involving modern technology can be verified by means 
of Leakey’s MFE
2
model, a new framework for CALL evaluation which 
“needs to be tested 
by others across all educational sectors (primary, secondary, tertiary, and adult 
education), in the full range of existing CALL settings and resources, and targeting single 
or multiple language learning skills” (
Leakey, 2012, p. 247). With MFE
2
, quantitative data 
on students’ language accuracy are collected by means of a pre
- and post-test to 
empirically ascertain learning gains or outcomes. Qualitative data on (e-)learning, 
motivation and usability are gathered by means of students and staff evaluation 
questionnaires at start, mid and end of the project. These data can be collected through 
an LMS. They can be supplemented by weblog-like comments students are asked to 
make while working with the CALL materials and by focus-group interviews with students 
and staff. Leakey (2012) presents his model for the advancement of CALL effectiveness 
research which “will only be gained when CALL studies follow an agre
ed agenda and 
conform to accepted standards of validity and reporting” (p. 248).