ABSTRACT
When I was first thinking of my dissertation topic, I felt like I was at an intersection. I had studied both practice and theory in computer-assisted language learning (CALL), but I still had questions. Which way should I go? What did I want to do? What was needed in the field of CALL? The first thought that came to my mind was that I needed to study something practical and applicable that teachers could benefit from. After reviewing the literature and the situation of CALL in my native country, Thailand, I eventually decided to develop and test a teacher-training model in using Internet applications for teaching English as a second or foreign language (ESL/EFL). My concern was how I could achieve these goals within a research framework. I started looking for theories and methods related to the study of teacher education in CALL. In the midst of my search, a professor introduced me to the design-based research paradigm, which was a perspective just starting to make its way into educational research. This research paradigm not only led me to a way to reach my research goals but also presented ways that I, as a novice CALL researcher, could make an important contribution to the field.
