O n f e r e n c e

Abstract 
When a new technology is introduced into classrooms, it is often required of a new 
teaching-learning model development. As smart technology is introduced in the 
classrooms in Korea, the language learning environments have undergone changes. It 
seems apparent that the new learning environments demand of a paradigm shift on how 
we run schools and how we teach subjects. Can a new teaching-learning model 
regardless of conceptual or procedural model be an answer to the educational changes in 
the new learning environments? When a new teaching-learning model moves forward, 
the research procedure goes from needs analysis via development to validation by an 
experimental application.
In general, the development is made to propagate over the general student population 
through the school curriculum. The needs analysis is generally done for different sample 
groups of teachers and students across different geographical and societal variation of 
the country. The validation process is usually implemented in a few schools in the area 
where the researchers can get access to due to the lack of time. Also, it’s allowed so that 
it’s not a full scale 
experimental study, rather a discovery process of what need to be 
corrected and supplemented for the real application in school systems.

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-200- 
2014 CALL Conference 
LINGUAPOLIS
www.antwerpcall.be 
It’s more forgiving in its stringent rigor of experiment since the purpose of the validation 
process being the modification of a necessity. The validation process of a new teaching-
learning model (or platforms) seems to be lacked of the confidence of probability for the 
propagation. This is the point of issue I would like to address and share the view points 
of other researchers and teachers in the field. 

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-201- 
2014 CALL Conference 
LINGUAPOLIS
www.antwerpcall.be