In recent years scholars have explored the use of mobile devices as potential sources for language learning and teaching. Mobile phones and tablets, especially, have been researched with a focus on effectively building vocabulary primarily among university-level students. Comparable research in other age groups has not been as widespread. This…

This paper is a systematic review of research investigating help options in the different language skills in computer-assisted language learning (CALL). In this review, emerging themes along with is-sues affecting help option research are identified and discussed. We argue that help options in CALL are application resources that do not only seem…

This article describes how effectively multimedia learning environments can assist second language (L2) students of different spatial and verbal abilities with listening comprehension and vocabulary learning. In particular, it explores how written and pictorial annotations interacted with high/low spatial and verbal ability learners and thus…

In this study, retrospective interviews were used to investigate reliability (and thus validity) threats to a computerized ESL listening comprehension test administered at a university in the US. The participants in the investigation, six international graduate students, were asked to respond to semi- and open-ended questions during individual…

Extends Mayer's (1997, 2001) generative theory of multimedia learning and investigates under what conditions multimedia annotations can support listening comprehension in a second language. Highlights students' views on the effectiveness of multimedia annotations (visual and verbal) in assisting them in their comprehension and acquisition of…

Over the past decade, Brigham Young University has developed many interactive videodisc programs for personalized foreign language instruction, from early prototypal projects to current HyperCard and Toolbook packages. A broad description of the different models, their variations, and their implementation is provided. (Contains seven references.)…

Describes speech digitization with the Victor 9000 computer which produces natural-sounding speech, conveniently produced and readily integrated into programs having a realistic context. Programing techniques, pedagogical strategies and concerns, and the machine's recording procedures are discussed. (SED)

A project linking a microcomputer and videocassette recorder for use in a listening comprehension lesson is described. A brief survey of videotape and videodisc technology and discussion of the rationale for this application are included. (MSE)

The introduction of computer technologies into the regular school system has not been very successful, probably because of the lack of sound curricular integration. Proposals are offered for courseware development that will better fit into the modern languages curriculum. (Contains three references.) (Author/LB)

Describes how the capabilities of the MacLang authoring system allow foreign language teachers to develop computer-assisted instruction that meets the listening skill objectives of foreign language courses. Examples are given of the use of audio and video interfaces that facilitate listening comprehension. (Author/CB)

Describes the design and implementation of a CD-ROM-based German exercise package for commercial distribution and a listening and culture package using interactive multimedia based on authentic German television programs. The project demonstrates how a set of specialized authoring tools can be brought to bear upon the real-world needs and…

Describes a specialized authoring system known as a template, which usually targets only one subject and one format at a time. A template called DICTATE, which allows teachers to use the dictation format to practice auditory discrimination, aural comprehension, and orthography is discussed in detail. (SED)

Outlines the steps taken in developing and using computer-based instruction with interactive videodisc material in a language class. The goal of this particular project was to develop a series of listening comprehension activities in Spanish using 30 minutes of Level 2 Interagency Language Roundtable videodisc material. (Author/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…

Sixty-eight college students enrolled in a French course listened to a multimedia-based French passage in one of four groups to which they were randomly assigned: the listening text (a) alone, with no annotations; (b) in pairs, with no annotations; (c) alone, with written and pictorial annotations; and (d) in pairs, with written and pictorial…