Conclusion

Introduction The diversity that exists in the field of computer-assisted language learning (CALL) will undoubtedly go beyond what has been described in this book. Indeed, the diversity in the way that each of the chapters has been written, and the varying views of the theme of diversity itself, is a testimony of the dynamic and, in some ways, unpredictable nature of research and practice in CALL. Researchers and practitioners will naturally have different priorities in their perspectives of CALL, and this will have an impact on the outcomes which we see in the literature and on what happens in the classroom. The chapters in this book shed some light on these complexities and, at the same time, demonstrate that careful consideration and examination of the learning context in terms of the objectives, the learners, the content, and the technologies can enrich learning, not only in terms of what knowledge learners can acquire, but also how it is acquired and how learners perceive this process. The immediate relevance of this fact is evident for practice but also serves to act as a guide for areas where further research is needed in CALL. Although technology is often the point of departure for both research and practice, the contextual factors must be kept clearly in mind, and while knowledge of the technologies and their affordances is essential, actual practice within diverse contexts also forms an essential agenda for CALL research. Levels of diversity When examining any context in which CALL might be used, it becomes immediately obvious that there is diversity at a range of different levels that go beyond simply what happens within a single class or course. This diversity may be seen at the individual level, the institutional level, or the societal level, each of which come together in a way that impacts how CALL can be implemented and used. Table 10.1 outlines some of the diverse aspects that may fit into each of these different levels.