[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-595738-105":3,"doc-detail-595738-en":80,"detail-sidebar-cat-0-en-105":98},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","how-do-stakeholder-groups-views-vary-on-technology-in-language-learning","How Do Stakeholder Groups’ Views Vary on Technology in Language Learning?","","This study examines how technology is perceived by different stakeholder groups in The Language Flagship programs. Questionnaires were administered to three groups: 14 directors, 34 instructors, and 100 learners across a range of institutions. The research investigates which technologies stakeholders find useful, the extent of agreement across directors, instructors, and learners, and how learners’ views differ regarding the value of technologies for language learning inside versus outside the classroom.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/how-do-stakeholder-groups-views-vary-on-technology-in-language-learning/595738/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/how-do-stakeholder-groups-views-vary-on-technology-in-language-learning/595738.png","ImageObject",300,407,{"name":42,"@type":43},"Fans","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"Which stakeholder groups were surveyed in the study?","Question",{"text":62,"@type":63},"The study surveyed directors (14), instructors (34), and learners (100) in Language Flagship programs across varied institutions.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What technologies-related questions does the study address?",{"text":67,"@type":63},"It investigates what technologies each group finds useful, how closely perceptions align across groups, and how learners judge technology value inside versus outside the classroom.",{"name":69,"@type":60,"acceptedAnswer":70},"Why does the study focus on stakeholder perceptions rather than only on CALL outcomes?",{"text":71,"@type":63},"The study argues that less attention has been given to how stakeholders involved in CALL perceive it, and that it remains unclear which technologies programs actually use and how they are applied.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},595738,1792174943,{"code":4,"msg":81,"data":82},"success",{"doc_id":78,"user_id":83,"nickname":42,"user_avatar":84,"doc_module":4,"category_id":85,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":86,"file_id":87,"file_url":88,"file_type":89,"file_size":90,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":91,"language":92,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":93,"faqs":94,"seo_title":95,"seo_description":12,"update_tm":96,"read_time":97},5909892330395,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8",8,"calico journal (online) issn 2056–9017  \nArticle  \nHow Do Stakeholder Groups’ Views Vary on Technology in Language Learning? 1  \nJonathan Trace, James Dean Brown, and Julio Rodriguez  \nAbstract  \nThis study examines how technology is perceived by different stakeholder groups in The Language Flagship programs.2 We administered questionnaires to three stakeholder groups: 14 directors, 34 instructors, and 100 learners at a variety of institutions with three goals: (a) to investigate what technologies the directors, instructors, and learners find useful for language instruction; (b) to explore how and to what degree the perceptions of the directors, instructors, and learners agree about technologies they use; and (c) to study how learners’ views vary with regard to the value of various technologies for language learning inside and outside the classroom.  \nKeywords: technology use, stakeholder views, survey, reliability, language flagship programs  \nIntroduction  \nThe use of technology in second language programs has been widely documented over an extensive history dating back almost fifty years (see Bax, 2003; Butler-Pascoe, 2011) . During this time, much has been said about the potential of computer-assisted language learning (CALL) tools available for language teachers, students, and programs. For example, previous studies have looked at introducing new tools (see Burston, 2014b; Garret, 2009; Zhao,  \nAffiliations  \nKeio University, Kanagawa, Japan.  \nemail: [tracej@sfc.keio.ac.jp](tracej@sfc.keio.ac.jp)  \n[University of Hawai](University of Hawai)‘[i](i) at Mānoa.  \n[email: brownj@hawaii.edu](email: brownj@hawaii.edu)  \n[University of Hawai](University of Hawai)‘[i](i) at Mānoa.  \n[email: julio.rodriguez@hawaii.edu](email: julio.rodriguez@hawaii.edu)  \ncalico journal vol 35.2 2018 142–161 [https://doi.org/10.1558/cj.32211](https://doi.org/10.1558/cj.32211)  \n©2018, equinox publishing   \nJonathan Trace, James Dean Brown, and Julio Rodriguez 143  \n2003), the effects of integrating technology into L2 learning environments (see Banados, 2006; Warschauer, 1995), and computer-based and computeradaptive language testing (Brown, 2016; Chapelle, 2008; Winke & Fei, 2008) .  \nRelatively less has been said, however, about the perception of CALL from the perspectives ofthe stakeholders involved in its use. Some researchers have explored the views of students or teachers individually (Ayres, 2002; Bordbar, 2010; Lee, 2000), though there have been few attempts to compare stakeholders regarding the use of technology in L2 learning contexts. Furthermore, for as much as has been written about the successes of CALL, there remains little discussion about what technologies are actually being used by programs and how they are being applied. The goal of this project was to examine these questions in the hope of raising awareness for stakeholders interested in integrating CALL into their programs.  \nAreas of Research in CALL  \nAs the availability, uses, and potentials of technology have grown over the years, so has the field expanded to look beyond the tools themselves to their applications and implications in L2 classrooms. More recently, research has looked at the use of adaptive technologies for language learning (Amaral & Meurers, 2011; Stockwell, 2007), computer automated corrective feedback (e.g., Heift & Schulze, 2003), and corpus-tools (e.g., Lee, Lee, & Sert, 2015; Meunier, 2016; Warren, 2016) . Scholars have also begun to grapple with the complexity of integrating technology into language learning in terms of (a) learner input (Vajjala & Meurers, 2014), (b) learner output and variability (Amaral, Meurers, & Ziai, 2011), and (c) pedagogical tasks (Quixal & Meurers, 2016) . Important steps have also been taken in the development of automated writing evaluation (e.g., Hegelheimer, Dursun, & Li, 2016; Liao, 2015) . In most of these contexts, technology is discussed in terms of its wide-reaching and flexible potential for language learning, but w","cbCaidqIm4sT8KpV","https://ap.wps.com/l/cbCaidqIm4sT8KpV","pdf",764152,22,"English","# Introduction\n## Areas of Research in CALL\n## Uses of Technology in CALL","[{\"question\":\"Which stakeholder groups were surveyed in the study?\",\"answer\":\"The study surveyed directors (14), instructors (34), and learners (100) in Language Flagship programs across varied institutions.\"},{\"question\":\"What technologies-related questions does the study address?\",\"answer\":\"It investigates what technologies each group finds useful, how closely perceptions align across groups, and how learners judge technology value inside versus outside the classroom.\"},{\"question\":\"Why does the study focus on stakeholder perceptions rather than only on CALL outcomes?\",\"answer\":\"The study argues that less attention has been given to how stakeholders involved in CALL perceive it, and that it remains unclear which technologies programs actually use and how they are applied.\"}]","How Do Stakeholder Groups’ Views Vary on Technology in Language Learning? | PDF",1792081773,55,{"code":4,"msg":81,"data":99},[100,104,108,112,117,122,127,130,135,138,142],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":105,"show_sort_weight":106,"slug":107},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":109,"show_sort_weight":110,"slug":111},"Exam",70,"exam",{"id":113,"doc_module":4,"doc_module_name":25,"category_name":114,"show_sort_weight":115,"slug":116},5,"Comic",60,"comic",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":119,"show_sort_weight":120,"slug":121},6,"Technology",50,"technology",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":125,"slug":126},7,"Healthcare",40,"healthcare",{"id":85,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":128,"slug":129},30,"research-report",{"id":131,"doc_module":4,"doc_module_name":25,"category_name":132,"show_sort_weight":133,"slug":134},9,"Religion & Spirituality",20,"religion-spirituality",{"id":133,"doc_module":4,"doc_module_name":25,"category_name":136,"show_sort_weight":133,"slug":137},"World Cup","world-cup",{"id":139,"doc_module":4,"doc_module_name":25,"category_name":140,"show_sort_weight":139,"slug":141},10,"Lifestyle","lifestyle",{"id":143,"doc_module":4,"doc_module_name":25,"category_name":144,"show_sort_weight":113,"slug":145},19,"General","general"]