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The Efficacy of Legal Videos in enhancin(1)

Short paper 
Language teaching technology is in a constant state of development as technology-
mediated approaches to communication and interaction become increasingly normalized 
in today’s societies (Stanley, 2013).
This “rapid evolution of communication technologies has changed language pedagogy 
and language use, enabling new forms of discourse, new forms of authorship, and new 


-17- 
2014 CALL Conference 
LINGUAPOLIS
www.antwerpcall.be 
ways to create and participate in com
munities” (Kern, 2006, p.183). 
Language 
instructors, administrators and learners are able to choose from a dizzying range of 
language teaching-specific tools, software and online media that includes a continually 
evolving variety of generic web-based tools, communication and social networking media. 
Given these dramatic changes in communication technologies and the promising potential 
for enhanced language program delivery, researchers are often asked to examine the 
‘feasibility’ of integrating CALL approaches into a range of language educational contexts.
I have been involved in a number of these feasibility studies exploring stakeholders’ 
beliefs and visions of CALL approaches in a range of language teaching contexts. 
Stakeholders have included instructors, learners and administrators in these varied 
contexts. Examining the feasibility of CALL integration through diverse stakeholder 
perspectives offers a realistic look at how to localize CALL approaches, how to build buy-
in and how to hopefully increase the likelihood of successful program innovation. These 
studies have included examining teachers’ beliefs towards the integration of CALL in 
college English-as-an-additional language (EAL) programs (Lawrence, 2000; Lawrence, 
2001), instructor and learner beliefs towards the use of CALL approaches in core French 
language programs across Canada (Turnbull & Lawrence, 2003) and the integration of 
transnational wiki writing projects in post-secondary ESL/EAL contexts (Lawrence, Young, 
Owen & Compton, 2009). My most recent research in this area has been leading a 
provincially funded study examining instructor, learner and administrator beliefs and 
visions of CALL approaches that could be u
sed within Ontario’s Adult, Non
-Credit ESL/EAL 
programs (Lawrence, Haque & King, 2013). This study was designed for the purpose of 
defining the feasibility of integrating CALL approaches within these largely face-to-face 
ESL/EAL programs across Ontario.
These feasibility studies have focused on examining stakeholder beliefs towards CALL, 
identifying CALL practices (if available) and visions of CALL using a range of research 
methodologies. I have often employed multi-staged, mixed methods approaches to 
examine complex phenomena like beliefs and educational change from varied research 
paradigms with unique strengths and weaknesses. I have sometimes adopted case study 
approaches to explore the complexity of CALL beliefs and visions within their rich, unique 
contexts. Data collection tools have ranged from participant surveys, interviews, focus 
groups, document analysis and observations. Analysis techniques have included both 
quantitative and qualitative approaches, data transformation approaches and both 
intermethod and intramethod mixing to examine data through complementary 
paradigmatic lenses. Working in research teams on most of these studies, we have 
applied cross-track analytical approaches (Li, Marquart & Zercher, 2000) to triangulate 
findings, to seek patterns, corroborate and disconfirm data throughout the analysis 
procedure. While the research methods have been sound, the major challenge in much of 
this CALL feasibility research has been the ‘visioning dilemma’ among our participants, 
resulting from the limited exposure many of our participants have had to CALL 
approaches. This endemic lack of CALL exposure has often limited participants’ 
understandings of the potential of CALL, constraining their ability to articulate concrete 
visions.
In the recent study I conducted examining the feasibility of integrating ESL e-learning 
programs in Ontario, our participants included instructors, learners and administrators 
working in Ontario-funded ESL/EAL programs for newcomers. A key focus of this 
research was to define visions of CALL approaches within these contexts, using 
participant views and beliefs to help develop these visions. However, the majority of 
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