To establish an evidence base for future computer-assisted language learning (CALL) design, CALL research needs to move away from CALL versus non-CALL comparisons, and focus on investigating the differential impact of individual coding elements, that is, specific features of a technology which might have an impact on learning (Pederson, 1987). Furthermore, to help researchers find possible explanations for the success or failure of CALL interventions and make appropriate adjustments to their design, these studies should be conducted within the framework of second language acquisition (SLA) theory (Pederson, 1987). Despite this, a recent review found that broad CALL comparisons are still common and studies focusing on individual coding elements are rare (Macaro, Handley, & Walter, 2012). Moreover, few studies make links with SLA and few measure linguistic outcomes using measures developed in the field of SLA. One reason for this may be difficulty in obtaining the instruments used in SLA research. The IRIS database is introduced as one way of addressing this problem. [For full proceedings, see ED565087.]