O n f e r e n c e

Measurable learning effect 
Obtaining measurable learning effects is always challenging for a CALL task. In addition 
to measuring learners’ knowledge gain, we included the degree of confidence about the 
target grammar as a measurable learning effect. 
Research procedure modification to improve learner fit 
Although it was originally envisioned that learners would work in pairs in dialogue-writing 
and comic-creation, the researcher observed during dialogue-writing in the classroom 
that the majority of students preferred to work independently, especially if work outside 
the classroom might be needed. As a result, the procedure was modified to allow learners 
to work independently in comic-creation. In the end, out of 19 pairs, two pairs invited a 
partner to collaborate and out of 38 comics, two comics used a partner’s voice. 

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-180- 
2014 CALL Conference 
LINGUAPOLIS
www.antwerpcall.be 
Adding usage explanations to improve learner fit 
Because the researcher observed that one of the past tense usages was more challenging 
for learners during the dialogue-writing activity, additional explanations for this usage 
were added.
Technical challenges 
The researche
r observed that students’ technical ability, problem
-solving ability, and 
ability to learn from face-to-face instruction, online videos, or help files, vary, in spite 
that they belong to the generation of digital natives (see Colpaert, 2012) for a similar 
observation). While some students (who missed classes) were able to learn the comic 
tool entirely on their own, there was a small number of technical problems such as not 
being able to use laptops to record voices, logging into the wrong comic web site (Pixton 
for fun rather than Pixton for schools), and not being able to access the comic site 
through a tablet.