In this article, we focus on the design of a second language (L2) formative feedback system that provides linguistic complexity graph reports on the writings of English for special purposes students at the university level. The system is evaluated in light of formative instruction features pointed out in the literature. The significance of…

The pandemic in 2020 has profoundly impacted millions of people all around the world. We have experienced intense disruption in our daily lives. We have lost loved ones, jobs, motivation, and precious time that could have been used more productively. The pandemic did not distinguish between borders, race, or gender. It affected everyone but not…

This article reviews current research on the use of Web 2.0 technologies in second language (L2) learning. Its purpose is to investigate the theoretical perspectives framing it, to identify some of the benefits of using Web 2.0 technologies in L2 learning, and to discuss some of the limitations. The review reveals that blogs and wikis have been…

The first section of this paper gives a brief overview of the experiences with LAN-based CALL programs for Arabic in the past 7 years at Leiden University (The Netherlands). The second section discusses constraints and technical challenges related to the use of Web-based CALL for Arabic, focusing in particular on a new Web-based CALL application,…

Explores the opportunities offered by the Internet for technology-based instruction in the beginning language classroom. Discusses computer assisted language learning as it is relevant to the purpose and introduces the main aspects of a task-based approach. Presents sample exercises that are based on a combination of these two aspects of teaching…

Surveys uses of computers in ESL instruction, including: (1) kinds of hardware; (2) number of computers per school; (3) ratio of students per computer; (4) percentage of schools using computers per subject; (5) percentage of schools using each instructional mode; (6) software titles and percentage of schools using each; and (7) criteria for…

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.)…

Reviews responses of English-as-a-Second-Language students to a questionnaire regarding their reaction to using a computer for language learning, and attempts to identify the strategies they used as well as some general issues related to computer-assisted language learning. (CB)

Analyzes various kinds of student reactions to computer-assisted instruction. Types of computer exercises are discussed, as are the use and integration of courseware into a college foreign language program. (Author/SED)

The IBM SpeechViewer was used in tutorial sessions within a program of training for international teaching assistants (ITAs) to examine the value of computer-based displays of speech in the teaching of pronunciation. ITAs did not improve significantly with SpeechViewer, but both ITAs and instructors indicated great enthusiasm for it as a teaching…

Reemphasizes reading and literature in foreign language education and suggests that computer-enhanced reading instruction holds promise as a means to reintroduce culturally dense texts into the curriculum. (Author/VWL)

A serious drawback in introducing sound into computer programs for teaching foreign language speech has been the lack of an algorithm to turn off the cassette recorder immediately to keep screen text and audio in synchronization. This article describes a program which solves that problem. (SED)

Describes the establishment of the very visible and successful Five College Foreign Language Resource Center, focusing on the grantsmanship, equipment, benefits and pitfalls of a consortial approach, involvement with high schools, and a planned summer colloquium. (Author/CB)

Discusses issues involved in creation and use of course Web sites for language learning. Examples are drawn from a German course taught at Virginia Commonwealth University. Course Web sites created from scratch are compared with sites created with a template-based authoring tool, "Web Course in a Box." (Author/VWL)

Utah State University's intensive Spanish program uses video simulations of real-life experiences as the basis for classroom instruction in lieu of following a textbook, allowing the class to become student-centered, rather than instructor-centered, through a problem-solving group endeavor. (Author/CB)