There are a number of methodological practices commonly employed by CALL researchers that limit progress in the field. Some of these practices are particular to replication research, but most are more general and are found throughout the field. I describe in this paper two studies that are fabricated but that resemble much of what is found in…

CALL glossing in first language (L1) or second language (L2) texts has been shown by previous studies to be more effective than traditional, paper-and-pen L1 glossing. Using a pool of studies with much more statistical power and more accurate results, this meta-analysis demonstrates more precisely the degree to which CALL L1 glossing can be more…

This study is aimed at identifying reading strategies of beginning learners of Chinese as a foreign language (CFL) with and without a pop-up dictionary and at determining if learners retain the reading comprehension gained from using the dictionary. Beginning CFL learners at a Midwestern university answered questions about their reading strategies…

This study challenges the assertion that an increase in L1 glossing results in more L2 reading comprehension. The results of this study, a quantitative meta-analysis, indicate that there is a significant difference (p = 0.04) in L2 reading comprehension between groups based on how much L1 glossing is provided. It was found that the group with the…

Second language (L2) reading comprehension is generally facilitated by both native language and L2 glosses. However, CALL learning opportunities are still not as common as they should be, and, therefore, the present meta-analysis contributes further evidence supporting the inclusion of more CALL experiences in reading contexts. The present study,…

This study explored whether hypermedia annotation presentation in different locations of the text facilitates EFL vocabulary acquisition and reading comprehension. It also examined participants' preferences for the location of hypermedia-annotated text (at the end of the text, in the margin, at the bottom of the screen, or in a pop-up window).…

Two empirical studies were conducted in which the differences in Japanese EFL learners' look-up behavior between hand-held electronic dictionaries (EDs) and printed dictionaries (PDs) were investigated. We focus here on the relation between learners' look-up frequency and degree of reading comprehension of the text. In the first study, a total of…

While recent studies have found that viewing glosses with multimedia annotations can help students learn and retain vocabulary words (Chun & Plass, 1996; Al-Seghayer, 2001), O'Bryan (2005) found that when providing pictorial glosses for select words within an online reading unit, few students took advantage of the clickable gloss function allowed…

Several eras of computer-assisted language instruction are outlined, and it is suggested that the multiplicity of templates, or mini-authoring systems, currently available can be very helpful to language teachers. The PROMPT template designed for two types of reading comprehension is described. (MSE)

Meta-analytic research of experiments conducted on the effects of native-language (L1) glosses on second-language (L2) reading comprehension have revealed a significant difference between groups of studies with traditional and computer-assisted L1 glosses. This means that learners provided with L1 glosses comprehend significantly more…

It is argued that software developers should use a combination of methodologies to determine the reading difficulties of lower-level foreign language students. The Penn State experience with ClearText is reported. (12 references) (Author/LB)

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)

Describes software created for improving higher order interpretation skills that focuses on anaphoric resolutions and backward inferences, skills particularly important for developing reading skills in Japanese because of the language's tendency to omit referents if they can be reconstructed from the text. (Author/VWL)

Describes how to use RE-WORD, a method for practicing reading skills with a word processor, and outlines kinds of assignments and examples of tasks. Advantages and disadvantages of the method and student attitudes toward it are discussed. (Author/LMO)

Explores the types of annotations intermediate and advanced English-as-a-Second-Language (ESL) learners preferred to use while they were engaged in reading a hypermedia text. Also investigated learners' attitudes towards reading in a hypermedia environment. Participants were 84 adult ESL learners. Participants indicated the hypermedia environment…