O n f e r e n c e

Mike Levy*, Phil Hubbard** 
*The University of Queensland, Brisbane, Australia 
**Stanford University, Stanford, United States of America 
[e-mail], [e-mail] 
Productive Research Agendas in CALL 
Bio Data
Dr 
Mike Levy
is Professor of Second Language Studies and Director of the Brisbane 
Universities Language Alliance (BULA) in the School of Languages & Comparative Cultural 
Studies at the University of Queensland, Brisbane, Australia. His research work includes 
studies on the distinctive role of technology in mediating language learning, mobile 
language learning, online cultures and culture as concept, teacher education and learner 
training. His publications include WorldCALL (Routledge, 2011), CALL Dimensions with 
Glenn Stockwell (Routledge, 2006) and Teacher Education in CALL with Philip Hubbard 
(Benjamins, 2006). He is Chair of the Steering Committee for the WorldCALL 2013 
Conferences (www.worldcall2013.org/). 
Philip Hubbard
(www.stanford.edu/~efs/phil) is Senior Lecturer in Linguistics and 
Director of English for Foreign Students at Stanford University (USA). A professional in 
computer-assisted language learning (CALL) for over 25 years, he has published in the 
areas of software development and evaluation, technology and listening, teacher 
education, learner training, CALL research, and CALL theory. He is associate editor of the 
journals Computer Assisted Language Learning and Language Learning & Technology, 
edited the four-volume series Computer Assisted Language Learning: Critical Concepts in 
Linguistics (Routledge, 2009), and coauthored TESOL Technology Standards: Description, 
Implementation, Integration (TESOL 2011). 
Abstract 
Over the span of its life, research projects in CALL have had numerous points of 
departure. These have included basic and applied research, projects that have been 
driven by theory or practice, and those that have aimed at research and development. 
Many have been one-off projects, described just once in the CALL literature and rarely 
referred to again. Likewise many have been conceived locally in a tightly circumscribed 
context and the wider ramifications or longer-term objectives have not been considered, 
emphasised or explained. 
This paper addresses the question of developing productive research agendas in CALL. By 
productive research agendas, we do not simply mean an agenda that leads to a series of 
publishable papers. Our working definition refers to venues of study leading to a rich, 
sustainable understanding of phenomena involving CALL that can provide a foundation 
for practice, further research, and theory development/refinement. Most importantly, we 
aim to connect theory with practice so that the two are aligned and inform one another. 
Such an agenda naturally begins with reflection upon current activity, theory or practice 
driven. It then examines some of the particularities of the CALL context that have a 
bearing on longer-term research agendas.

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2014 CALL Conference 
LINGUAPOLIS
www.antwerpcall.be 
It argues that current activity is representative of a highly practical approach in the uses 
of technological tools in learning, dominated by the needs of the moment and the 
immediate resources that learners have at their disposal. This contrasts with an approach 
where theory dominates and is held to govern practice.
The underlying philosophical positions of 
rationalism
and 
pragmatism
underlying these 
positions will be discussed (Coyne, 1997). Finally, the paper reviews the findings in the 
context of innovation and change and the likelihood of research results actually exerting 
an impact on the implementation of CALL research in a highly dynamic educational 
setting.