Abstract
This paper concerns language learning with online technologies, with a particular focus on the influence of the social web on language learning. In particular, this paper considers the discourses of web-assisted language learning in detail, and argues the necessity of investigating its ‘new’ affordances from a perspective that is more learner-centered, contextualized and language learning focused. This paper reviewed the relatively long history of using pre- ‘Web 2.0’ technologies and identified the ways in which these applications have been perceived to enhance language learning. This paper enables us to think more clearly about the ‘novelties’ that are associated with online technologies in language learning contexts. 
Highlights
Insights from CALL Literature between 1960-2000The history of computer-assisted language learning (CALL) has been accompanied by the corresponding development in educational methodology and technology
The behaviouristic CALL was primarily informed by the work of Skinner (1954, 1957), who conceptualized learning as a process of habit-formation
CALL was said to have signaled an approach to second language learning in which interaction can empower the learner
Summary
The history of computer-assisted language learning (CALL) has been accompanied by the corresponding development in educational methodology and technology. PLATO was designed to provide a large number of university language learners with extensive drill practices, evaluations and self-paced grammatical explanations (Smith & Sherwood, 1976; Ahmad et al, 1985) This project was seen to be a milestone in CALL history as it connected, for the first time, the language instructors and technologists worked together in developing the CALL materials (Salaberry, 2000). A separate discussion of these notions does not aim to segment the acquisition process Rather, it attempts to provide varied and balanced accounts of CALL activities from different pedagogic focuses, thereby resulting in a holistic picture of how technologies have been perceived to accommodate the components that shape the SLA process, language learning in general. Learners were allowed to select their learning materials and consume them at their own pace
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