To support language learning, a realistic understanding of IT usage among students
should be the fundamental basis for the design of usable computer-assisted instruction
(CAI) and computer-assisted language learning (CALL). The CAI, CALL, and other
similar systems have not been used as much as the developers of these systems had
anticipated. For example, researchers considered the Internet-based educational testing
service (ETS) a promising system. However, learners have found these ESL websites to
be difficult to navigate, to have too many new words, and to lack material that is useful
for writing reports [1]. While admitting the need for CALL, instructors tend to avoid it
because it requires substantially more preparation time; limited access to the technology
has also been cited by both instructors and students [2].