Theory‐driven Call and the Development Process

This paper reflects upon the nature of theory‐driven CALL, particularly as it relates to the development process. Theoretical frameworks that have been used to motivate CALL projects are reviewed. Development processes are described using the literature from instructional design and CALL, and the findings of an international survey covering 18 countries and 104 experienced CALL practitioners. The Richards & Rodgers model (1986) is suggested as a suitable framework to describe both theory‐driven CALL, and projects that use as a point of departure a lower level of abstraction, e.g., curriculum specifications. Development processes are shown to range from those that are linear and systematic to those that are iterative and transformational. The implications for theory‐driven CALL are considered and the concept of ‘fit’ between the theoretical framework or pedagogy and the computer's capabilities is examined (see Wyatt, 1988). In addition, formalist and procedural approaches to CALL are discussed (see Ginsberg, 1988). The paper attempts to address real conditions and to derive generalisations and principles that are meaningful to CALL authors.