CALLing for a blended classroom framework:

South Korean students are having greater requirements on their English proficiency level(s), yet opportunities for English oral output is challenging to come by; thus, Korean English language learners have increased obstacles in improving spoken intelligibility. In addition to this, issues revolving around teacher qualifications and/or content knowledge in this field persist, as well as there being a dearth computer- assisted language learning (CALL) applications being implemented to assist the educator. Therefore, the planned intent for this presentation is to demonstrate why and how specialized CALL programs may be employed in the language classroom in order to assist, at minimum, tertiary-level Korean language learners of English in their oral language improvement. The impetus for this proposal is based on over a decade of teaching in South Korea where this researcher has noticed a vast problem in the language classroom(s) both in time spent and financial waste in education. It is expected that such groups with a blended classroom format will glean statistically significant results in improvement in at least spoken intelligibility than the status quo-like class of a traditional format. Therefore, based on research previously conducted it is hypothesized that results gleaned from implementing such a framework will help universities, and possibly secondary schools, better organize their foreign teaching staff (at a minimum) and/or curricula in language courses which would inevitably save institutions an inordinate amount of money.