Research on computer-assisted language learning (CALL) and educational information/communication technology (ICT) often asks what a given technology is, what it can do, and what it is for. Answers to these questions, often following technological determinist or instrumental models of technology, centre human agency in determining the function a…

Intelligent computer assisted language learning (ICALL) applications for Indigenous languages are a relatively new avenue for computer assisted language learning (CALL). CALL allows language learners to practise a wide range of grammatical exercises and receive feedback on their answers outside of class time. ICALL is essential for dynamically…

In recent years, language researchers and teachers have attempted to put meaningful communication at the centre of learners' classroom interactions. Yet the majority of existing computer-assisted language learning (CALL) applications have relied on largely non-communicative learner-computer interactions. The challenge facing CALL developers,…

This article examines student attitudes towards and perceptions of technological activities in the language classroom. Data collected from students (n = 71) in the French language departments of five Canadian universities were used to examine which technological activities students preferred, whether and to what degree different activities were…

The computer's potential in second language teaching is compared with the reality of commercial programs and teacher training in an effort to separate beliefs from facts. It is concluded that based on recent developments, the computer is about to occupy its rightful place in language teaching. (Author/MSE)

A study investigated the effectiveness of teaching French cleft constructions (e.g., "qui est-ce qui...) by three methods: in a contextual presentation; traditionally; and in a presentation influenced by syntactic theory and explaining the internal structure of the phrases. Results suggest formal grammar instruction should focus on familiar…

Reflects critically on pedagogical issues in the production of computer-assisted language learning (CALL) courseware and ways CALL has affected the practice of language learning. Concludes that if CALL is to reach full potential, it must be more than a simple medium of information; it should provide a teaching/learning process, with the real…