ABSTRACT
This section begins with an examination of some current research interests in CALL. As is common in other fields, research interests in CALL have tended to follow trends; for example, the foci of many early studies were on quantitative and qualitative justifications of CALL. In these studies, the computer was usually pitted against the classroom teacher and measured, usually unflatteringly, for effectiveness in teaching a discrete set of knowledge; for example, a researcher might measure student learning of grammar at a computer with a teacher-led class serving as a control group. Such studies are still undertaken, with a focus on particular hardware or software, but they are not as frequent, or perhaps not even as necessary since CALL is now perceived as something that is inherently different and/or complementary to classroom teaching.
