O n f e r e n c e

Geoff Lawrence
York University, Toronto, Canada 
[e-mail] 
The ‘Visioning’ Dilemma in Expl
oratory CALL Research 
Bio data 
Geoff’s
research explores technology-mediated language teaching and learning, online 
social presence, identity, teacher beliefs towards educational innovation and integrating 
intercultural learning and telecollaborations into language and teacher education. He has 
extensive experience designing and teaching in face-to-face, online and blended 
ESL/EAP, TESOL and graduate programs in second language education. Geoff teaches 
ESL, TESOL and graduate studies in Applied Linguistics in the Department of Languages, 
Literatures and Linguistics at York University in Toronto, Canada. 
Abstract 
Given the increasing potential and demand for technology-mediated approaches in 
second/additional language teaching, researchers are often called upon to explore the 
‘feasibility’ of CALL approaches in contexts where technology
-mediated approaches may 
have never been used. Outcomes of such research often include defining ‘visions’ of 
technology use and pedagogy in specific contexts with instructors and learners who may 
have had little or no exposure to CALL approaches or potential. This paper will explore 
this visioning dilemma in research methodology and its constraining outcomes, 
particularly when CALL affordances are increasingly dynamic and where CALL visions 
depend on timely knowledge of technological options and pedagogical implications 
(Hubbard, 2008; Levy & Stockwell, 2006).
The author will share details on a mixed methods research methodology used in a 
government-funded Canadian study to examine the feasibility of integrating e-learning 
into province-wide adult, non-credit ESL programs where many of the teacher, learner 
and administrator participants had little or no exposure to CALL approaches. In this 
study, many participants appeare
d dramatically constrained in their ability to ‘envision’ 
CALL pedagogy and affordances 
–
a primary goal of this research. The author will 
discuss the factors contributing to this lack of participant visioning ability along with a 
critical assessment of the research methodologies used in this study. The impacts of 
such inhibited visioning on research outcomes and buy-in to this and related studies will 
be outlined. This will be followed by an exploration of proposed research methods for a 
follow-up feasibility study to work more effectively with the teaching and learning 
experiences of CALL-naïve research participants to define CALL visions and pedagogical 
options.