The growing adoption of emerging technologies for language pedagogy, literacy development, and language assessment has accelerated computer-assisted language learning (CALL) as a major field of education and led to the establishment of major specialized journals, such as Language Learning and Technology, Computer Assisted Language Learning, and ReCALL. As technologies further advanced, we began to see individuals and schools increasingly adopt CALL technologies and use their interactive features to facilitate language learning. Consequently, CALL research began to gain momentum and expand its research foci during the mid-1990s (Levy, 2000; Uzunboylu & Ozcinar, 2009). This expansion gave birth to some independent and stand-alone subfields, such as computer-assisted language testing (CALT) (Parmaxi et al., 2013).

越来越多地采用新兴技术进行语言教学、读写能力发展和语言评估加速了计算机辅助语言学习 (CALL) 作为教育的一个主要领域，并导致了主要专业期刊的建立，例如语言学习和技术、计算机辅助语言学习和ReCALL. 随着技术的进一步发展，我们开始看到个人和学校越来越多地采用 CALL 技术并使用其交互功能来促进语言学习。因此，CALL 研究在 20 世纪 90 年代中期开始获得动力并扩大其研究重点（Levy，2000 年；Uzunboylu 和 Ozcinar，2009 年）。这种扩展催生了一些独立和独立的子领域，例如计算机辅助语言测试（CALT）（Parmaxi 等，2013）。