their natural place in distance learning programs,

n innovative agenda for language assessment extends beyond the goal of making more efficient tests to expanding the uses of assessment and their usefulness.

dentifying challenges was also the goal of a commentary by Norris (2001b) on the article “Comparing Examinee Attitudes Toward Computer-Assisted and Other Oral Proficiency Assessments” by Kenyon and Malabonga (2001). Their article described an alternative to the IRT-driven, item-based adaptivity that is highlighted in the other articles. Because an oral proficiency assessment is a speaking test, computational scoring of students’ responses was seen as impossible, and therefore the use of the computer program to control adaptive decision-making was not plausible. Instead, the algorithm used a combination of students’ judgments about the difficulty of items as they completed them and a rule for intermittently selecting more difficult ones than the students’ choices would suggest. The test actually began by asking students to judge their own levels. The commentary by Norris (2001b) pointed out this different interpretation of the meaning of adaptivity and raised an array of questions about assessing productive language performance such as speaking ability with contemporary adaptive testing technology. Both the original article and the commentary were predictive of the types of discussions that have been taking

The affordances of computer-assisted language learning have additional meaning in a testing context.

Additionally, multimedia prompts can help make the test feel more ‘real.’

Duolingo offers a fairly convenient, free, and basic mobile learning application whichcontains motivational DGBL [digital game-based learning] features that give it enough of an addictive edge for many learners to stay engaged. However, its strict linear curriculum,lack of authentic language, and limited assortment of activities prevent its full realization,relevance, and utility as a DGBL opportunity. (p. 8)

Duolingo makes claims about its effectiveness, based in part on Vesselinov and Grego ’ s (2012)

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that modifi ed input was signifi cantly related to task performance, imme-diate gains in comprehension, and delayed effects on production (Gass & Varonis, 1994 ).

research has demonstrated that text-based synchronous computer-mediated communication (SCMC), which refers to real-time interaction such as a live chat, may result in increased and more equitable learner participation (Beauvois, 1992 ; Kelm, 1992 ; Warschauer, 1996a ), as well as greater quality of language production (Chun, 1994 ; Kern, 1995 ) than in FTF interaction. In addition, SCMC may result in greater amounts of learner output (Chun, 1994 ; Kelm, 1992 ) and may also provide learners with a less stressful environment than FTF interaction (Chun, 1998 ), poten-tially leading to reduced anxiety and improved willingness to communi-cate. SCMC may also promote increased participation by less active students when compared with more active, dominating students (Chun, 1994 ; Kern, 1995 ; Warschauer, 1996b ) or encourage students’ risk-taking and hypothesis testing regarding language (Meunier, 1998 ).

the relationship between interaction and learner outcomes within computer-mediated environments is less clear.

In the light of the findings of the present study, the researcher can say that the CALL program has a positive effect on improving the students' understanding to the course components; enhances their desire to learn English; is more interesting than the traditional method , motivates them to learn English via computer, and provides them with immediate feedback, which benefited them a lot .

Cunningham (2000) investigated the opinions of students towards using computers in a writing course. He indicated that students found the computer-based class more challenging but non-threatening. Students also think that computer is helpful because it enables them to pay attention to the mechanics of their writing. In addition, it was found that students' positive attitudes towards writing on computer contribute to improving their writing abilities by increasing their motivation to write and revise, and sharing their ideas with classmates.

CALL is meant to supplement face-to-face language instruction, not replace it.

VBL is a rich and powerfulmodelused in TELtoimprovelearning outcomes as wellas learner satisfaction.

Content summarization tool: Thistool is able to extract summary information from lecture videos and provide itto the learners automatically [33][55].Digital Video Library: This tool usesindexingtoenablecontent-based search for a particular information of a video lecture [48].

Discussion forum: Aspace integrated in the VBL environment where learners can discuss and share common interests or goals on a learning topic [30][32]

Annotation and authoring tools are the most used design tools in the reviewed VBL literature

Student-Centred Learning:

Technology-Enhanced Learning (TEL) approach.