The 2026 Taiwan Computer-Assisted Language Learning (TaiwanCALL) and Global Computer-Assisted Language Learning (GLoCALL) Joint Conference adopts the theme “CALL for All: Inclusive, Adaptive, and Engaging Language Learning.” This conference aims to bring together international scholars and practitioners in the field of Computer-Assisted Language Learning (CALL) to examine current progress and challenges in achieving educational equity through technology-enhanced language learning. It seeks to explore how the integration of technological innovation and pedagogical design can ensure that all learners benefit from digital language learning advancements, moving toward the vision of “CALL for All.”
Over the past fifty years, CALL has evolved from behaviorist drill-and-practice programs to intelligent learning systems powered by artificial intelligence. Technological progress has created unprecedented opportunities for language education. However, as Chapelle (2007) noted, while technology expands learning possibilities, it does not automatically guarantee equitable access. Recent research continues to highlight this gap: despite the rapid growth of Mobile-Assisted Language Learning (MALL), many learners remain excluded due to limited access to devices, networks, or digital literacy.
The emergence of Artificial Intelligence in Language Learning (AIALL) represents a pivotal turning point. Recent studies (e.g., Education and Information Technologies, 2025) reveal that AI-integrated CALL models hold great promise for personalized learning but may also intensify resource disparities. Learners with high-speed internet and advanced devices can fully leverage AI tutors, while those in under-resourced contexts risk further marginalization. To address these challenges, the 2026 TaiwanCALL & GLoCALL Joint Conference invites participants to engage in critical dialogue across three main dimensions of CALL development:
1. Inclusive Design
Inclusive CALL design goes beyond technical accessibility—it calls for a fundamental rethinking of language learning theory and practice. According to a recent study published in the Computer Assisted Language Learning Electronic Journal (2025, Vol. 26[1]), true inclusivity encompasses multiple dimensions: usability, pedagogical relevance, and cultural responsiveness. The study proposes a conceptual model emphasizing that accessibility must empower all users—regardless of background—to engage meaningfully in digital learning environments.
As highlighted in Computer-Assisted Language Learning in the Global South (McCallum & Tafazoli, 2024, Routledge), infrastructure limitations and policy misalignments continue to pose substantial barriers in developing regions. Mainstream CALL design often assumes an “ideal learner”—digitally literate, familiar with Western pedagogical models, and with reliable internet access—thereby excluding Indigenous learners, adult migrants, and learners with special needs. The conference theme, “CALL for All: Inclusive, Adaptive, and Engaging Language Learning,” directly responds to these inequities by promoting diversity, accessibility, and cross-cultural awareness in CALL research and practice.
2. Adaptive Learning
The development of adaptive CALL systems lies at the intersection of second language acquisition (SLA) theories and learning technologies. As Chapelle (2009) argued in The Relationship Between Second Language Acquisition Theory and Computer-Assisted Language Learning, CALL research must draw from diverse theoretical orientations—cognitive linguistics, psycholinguistics, learning sciences, and sociocultural theory.
Recent studies, such as Xiao (2024) in Humanities and Social Sciences Communications, demonstrate how AI-enhanced reading platforms with biometric feedback can improve comprehension and reduce learner anxiety. Yet, many adaptive systems still focus narrowly on adjusting task difficulty, overlooking deeper factors such as learning style, cultural context, and motivation. The conference will therefore encourage discussions on how to advance truly adaptive and human-centered CALL designs.
3. Engaging Learning
The focus on learner engagement in CALL reflects a theoretical shift from cognitive to socio-constructivist perspectives. Zhang and Hasim’s (2023) systematic review in Frontiers in Psychology reveals the global spread of gamification in EFL/ESL teaching, demonstrating its potential to enhance language skills, motivation, and learner autonomy through authentic, interactive contexts. However, Yin’s (2023) review in Behavioral Sciences cautions that gamification outcomes are mixed—positive in some cases, neutral or even negative in others. Importantly, cognitive engagement remains an underexplored yet crucial factor in determining the effectiveness of gamified learning.
By examining such findings, the conference aims to foster innovative, evidence-based approaches to learner engagement in digital environments.