Investigating language learning activity using a CALL task in the self-access centre

This article describes a small study of the language learning activity of individual learners using a CALL task in a self-access environment. The research focuses on the nature of the language learning activity, the most salient elements that make up its structure and major disturbances observed between and within some of those elements. It is set in the context of computer-assisted language learning (CALL) and activity theory. A CALL task designed by the authors was made available online to be used as a research and learning tool. Empirical data was collected from two participants using ethnographic tools, such as participant observation and stimulated recall sessions. The analysis focuses on disturbances mainly involving the subject (i.e., the learner), mediating artefacts (e.g., the CALL task), the community (e.g., management and other self-access centre users) and the object of the activity (i.e., learning English). It is recommended that future studies should look deeper into contradictions in the learning activity from a cultural-historical perspective