Responds to an earlier article advocating an investigation of the safety of using computer assisted instruction. (22 references) (Author/VWL)

The research base for computer-assisted language learning (CALL) is disturbingly small, with serious obstacles that limit much of the research's relevance to the practitioner. Practitioners and researchers must expand this research base to fully explore the many uses of CALL in the field. (CB))

Discusses the use of microcomputers in language teaching by addressing two questions: (1) What can computer-based techniques do that cannot be done by any other technique? (2) Is it desirable or necessary to do so? Concludes that computers are capable of creating learning environments with which the learner can interact. (SED)

Examines requirements for successful computerized instruction in second language acquisition including relationship between teachers and programers, analyzes limitations of computerized instruction, and examines new technologies. (BK)

Describes the architecture of an Intelligent Computer Language Learning (ICALL) system, and argues that the knowledge of a language required for teaching cannot be adequately represented in an ICALL system's database. Positive uses of computer-assisted language learning suited for the teaching of specific skills are discussed. 22 references.…

Pinpoints specificities of computer-aided corpus-based work in foreign language pedagogic contexts and assesses how they can feed into language teaching and learning practices generally, despite the ostensible pedagogic and processing shortcomings of corpus-based work in these kinds of contexts. (Author/VWL)

Examination of how teachers use computers in second-language instruction leads to the suggestion that designers need to take a wider view of the computer's role in language learning and more strongly consider the teacher's presence; and that teachers have to contribute more to computer-assisted language learning sessions, using their skills and…

Using motion picture quality video and sound, videodisc-based materials can provide highly motivating course segments for second language learning and fit in well with modern theories of language acquisition. Under microcomputer control, such materials can be highly interactive and individualized, and good prospects exist for future reductions in…

Examines three aspects of computer technology that allow learners to develop cognitive and metacognitive skills and that facilitate learner autonomy: database organization in a self-access facility, computer-assisted language learning, and the use of menus to organize programs and files. An argument is made that technology should neither control…

An archive of still images in videodisc format becomes a powerful instructional tool when complemented by a computer data base system for selection and retrieval and programs to generate materials and manage image presentation. Considerations in using this potential include database design, a classification system, and computer-videodisc…

Describes the growth of computer-assisted language teaching in fable form by relating the story of how music became a method of language instruction in a fictional country. The reactions to and problems with such a method of teaching and how the method was incorporated into the school system are described. (SED)

An overview is presented of some major areas of interest, including contrasts between older terminal-based and newer microcomputer-based systems, quality and sophistication of ready-to-use and authoring software, and advanced technology. Three directions for development and problem resolution are outlined. (Author/MSE)

Responds to a negative critique of the author's previous article, which warned against the wholesale adoption and piecemeal development of computer-assisted instruction (CAI). CAI supporters often make banal, overgeneralized, and vague defensive statements which evade or cavalierly dismiss addressing genuine concerns about CAI. (CB)

The use of word processors for developing writing skills of foreign language students has created unrealistically high expectations regarding learning gains. This paper argues that only teachers can improve the situation through a supportive learning environment. User support at a New Zealand college is described. (42 references) (Author/LB)

Traces the origin and development of a text-based computer-assisted language-learning activity, namely the shuffling of sentences of a text and the reconstruction on screen of that text. Emphasizes the elements of continuity between the first version, implemented on a mainframe computer, and the latest version. Classroom use of the latest version…