O n f e r e n c e

Short paper 
Introduction 
A large percentage of Computer Assisted Language Learning (CALL) research in the 
academic literature has focused on one-time investigations of implementations of 
classroom technology that may or may not be repeated in subsequent years. In this kind 
of experimental or quasi-experimental research design, researchers work to determine 
whether use of a particular technology has benefits compared to a control group, or at 
least whether students perceive benefits from the technology. At the same time, 
however, leaders in the CALL discipline are calling for a new focus for planning and 
instructional design.
Dörnyei (2014) noted that traditional practice in second language acquisition has been to 
examine technology variables in relative isolation. He called for CALL educational 
programs to employ holistic instructional designs that are based on long-term 
instructional outcome goals.
Colpaert (2012) suggested that rather than studying the 
differences
that result from the 
use or non-use of a particular technology, researchers should better work to understand 
the 
affordances
provided by the technology. He said that instructional designers need to 
understand the ability that the technology provides to enhance an overall instructional 
design.
Kennedy and Levy (2009) spoke disparagingly is what t
hey called “one
-
off” projects that 
do not stand the test of time and advocated that technology choices should be long-term 
projects as opposed to short-term tests, hence the term 
sustainable design
. Their 
implication was that such design decisions should operate at the programmatic level, and 
not be simply a choice of an individual teacher.
The authors are an American professor of electronic media and a Taiwanese professor 
teaching English as a Foreign Language who met when they were classmates in an 
American doctoral program. We have worked together since 2007 to use Internet 
technology to stimulate the learning and motivation of EFL students in Taiwan. Our 
slowly evolving instructional design combines live videoconferences via Skype with Social 
Media interaction to provide student-centered active learning to EFL students (Marek, 
2008; Wu & Marek, 2007, 2009, 2010; Wu, Marek & Yen, 2012; Wu, Yen & Marek, 
2011).
Our work has led us to conclude that in order to be of the most benefit to 
students, CALL technology should be selected to address overall theory-based 
instructional strategies that are most likely to produce the desired results (Marek & Wu, 
2013). 
This conceptual paper will explore the interplay between the long-term sustainable CALL 
instructional design and the short-
term “one
-
off” CALL technology tests described above. 
Our key inquiry question is: “What is the role of short
-term technology tests in 
developing long-
term sustainable CALL instructional designs?” We will also explore how 
task-based instructional design dovetails with sustainable design.

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-251- 
2014 CALL Conference 
LINGUAPOLIS
www.antwerpcall.be 
In addition to the perspectives of Colpaert, Dörnyei, and Levy cited above, the following 
conceptual framework informed our inquiry.