Deals with theoretical considerations and didactic concerns involved in the integration of new interactive digital technologies into the instructional process. Summarizes benefits derived from computer-assisted language learning media digital technology with regard to language instruction, learners, and teachers. Advances arguments for its…

A study was conducted in Egypt to investigate how technology is used in English language instruction at the university level. Results indicate that teachers and learners alike are ready and, in some cases (mostly in the private-university setting), are effectively applying technology tools in the classroom and online. Specific findings indicate…

Outlines principles that computer-assisted language learning (CALL) educators can follow in designing effective input-oriented tasks targeting grammar instruction, drawing on the latest advances in understanding of the interaction between internal cognitive processes and foreign-language learning. A prototype CALL application using these…

Argues that a framework is needed for computer-assisted language learning (CALL) which would provide criteria for decisions about priorities and emphases. A comparison of two different types of CALL programs is made for the insights they may offer into developmental principles. (SED)

A study tested keyword captioning, in comparison with full-text captioning and no captioning, in video programs for French second-language instruction, based on the hypothesis that keywords offer less to read. Results indicate keyword captions resulted in greater comprehension than no captions; full-text captions resulted in the greatest…

Presents information on the importance and the difficulties of setting up networked multimedia environments for language education, and discusses some possible solutions for the strategic transition to this new instructional format. Reasons for adopting multimedia networking, some applications, and specific answers to some technological problems…

Presents and analyzes the results of a cooperative electronic-mail project conducted at Mount Holyoke College (Massachusetts) and Ohio State University, to determine whether an e-mail exchange between two intermediate-level German classes would improve students' writing and speaking skills. Suggestions and practical tips are offered to instructors…

Describes the challenges faced and solutions adopted in adapting the multimedia-rich "Varietes de francais" CD-ROM program to operate on the World Wide Web. The program runs locally to retrieve media resources, perform intelligent answer processing and data collection, and turns to the Web only when necessary for data transfer, external Web links,…

A study (n=181 college students) examined effects of lexical ambiguity in computer-assisted language learning (CALL) on beginning second-language learners, focusing on whether personality type affects retention of second-language vocabulary independent of translation issues and in an ambiguous CALL context. Findings support the need for beginning…

Assesses the value of VRoma for Latin language learning. In particular, discusses three exercises that were developed that combine Latin language and Roman culture in order to help students reinforce their Latin skills and gain a more in-depth understanding of ancient Roman society. (Author/VWL)

Outlines a method for teaching a college-level introductory second-language course entirely online, using a distance learning approach that incorporates electronic messaging, multimedia, World Wide Web, and Internet assignments. The course structure, pedagogical issues, and one university's experience with on-line courseware discussed, and student…

A survey of 388 language teachers in Texas found teachers in general made little use of computer facilities. Although they commonly used video materials, they did not use interactive media such as CD-ROMs and videodisks. Teachers' level of education, experience, and geographic location accounted for some of this difference. Teachers of Japanese…