O n f e r e n c e

particular learning activity or task. 
The third study is by Cornillie, Clarebout and Desmet (2012) on digital games for 
language learning. A number of theories are invoked to motivate the project: SLA theory 
alone is insufficient. The deeper and broader context of game-based learning lead the 
developers to seek theoretical guidance from, among others, game-based learning (GBL) 
theory and flow theory. This study explicitly steps beyond SLA theory, though it still 
includes it, ‘by interweaving theory in the SLA and GBL (game
-based learning) 
literatures.’ (p. 258). It argues for a balance betw
een instruction and play in designing 
corrective feedback (CF) and draws on the two theoretical bases accordingly. Here, a 
trade-off is required in the design of CF because, in simple terms, implicit feedback helps 
play but not instruction, while explicit feedback helps instruction but can interfere with 
game-play. This kind of trade-off is typical of the tensions that often arise in designing a 
learning environment rather than a learning interaction.
This study again emphasises the importance of context when thinking about theory 
choice and application and research more generally. The kinds of issues that arise in this 
example may simply not arise in the evaluation and testing of a learning interaction, as 
in the evaluation of the task, for example. Reference to the GBL literature is essential in 
the design of the game.
Reliance on SLA theory alone is much more closely circumscribed and restrictive and 
would be insufficient to provide a basis or point of departure for an effective game. 
In all these very different examples of contemporary CALL
—
engaging in a CMC 
interaction, consulting a dictionary and playing a language learning game
—
an 
appreciation of the particularities of the context is critical. The research methods also 
need to be designed such as to prise open the complexities involved.