Innovation in Language Learning

         It`s been at least three decades since computers found their way in English language teaching and CALL has developed in parallel with the facilities provided by computer technology. The importance of computer technologies in foreign language learning and teaching has been established by many researchers. Japanese English education have been facing with challenges regarding the academic decline together with low performance in the English tests. In universities, undergraduate students might face discrepancies between their learning expectations and teaching practices due to differences in teaching methods in the university level which are more focused on productive skills compared to the ones in high school which focus more on passing the exams. Low motivation, classroom participation and silence are some of the characteristics of EFL classes in Japan. Therefore, using ethnography methods, this study aimed at unfolding some of the classroom factors, teaching practices and Japanese learner characteristics in the context of CALL. Six classes were observed in a public university in Kansai during two consequent semesters and surveys were conducted at the end of each course. The results revealed that although students are highly motivated and positive toward the English language, low classroom participation and silence is a prevailing characteristic among all classes. The classes are teacher centered and there are no group activities. Students` responses showed that they are interested in more interaction with their peers and teachers. More research needs to be done to determine the degree of technology use and interaction in relation to the learning culture in Japanese universities.