O n f e r e n c e

Ping-Ju Chen 
Soochow University, Taipei, Taiwan 
[e-mail] 
Challenges from Learner Variable in a CALL Study
Bio data 
 
Ping-Ju Chen
is an Assistant Professor of TEFL at Soochow University, Taiwan, where 
she teaches a variety of courses, including English Academic Writing (EAP), applied 
linguistics, Computer-assisted Language Learning (CALL) and involves in English teacher 
training. Receiving her M.Ed. in Instructional Technology and Ph.D. in TEFL, her research 
interests include the use of technology for EFL learning & teaching, software and learning 
system evaluation, and EAP.
Abstract 
To fully explain the findings of a study is not an easy job, especially when learner 
variable confounds the interpretation of a study. Often researchers would shun the study 
of dynamic and complex dimensions of language acquisition and seek for more stable, 
universal, and predictable aspects across language learners regardless of learner 
contributions.
However, this will not contribute to provide a comprehensive picture of language 
acquisition. In this paper, the author will discuss how learner variable mediates between 
language data and the context and results in unexpected learning outcomes. Taking her 
own study (Chen, 2010) as an example, the author shows that learner agency can have 
a significant impact on the process of learning.
That is to say learners’ characteristics and how they conceptualize their learning and the 
learning context are related to learner action which then causes differences of learning 
outcomes. Such observation calls for adding qualitative method to a study to unveil the 
mediated parts. The challenges from learner variable direct the author’s attention to the 
interrelationships between learners, language data, and the situated learning process in 
her future study.
The author concludes that a CALL study should refer to ongoing SLA theories and should 
take into consideration intervening variables, i.e. social and affective variables, in 
addition to linguistic and cognitive ones in order to justify a study.