This longitudinal study explores how the language proficiency of eight (N = 8) US-affiliated university students developed relative to their smartphone usage during study abroad (SA) in Paris. Phone usage was tracked daily with Space, proficiency weekly using NCSSFL-ACTFL Can-Do statements, and language use monthly via a Language Engagement…

Rapid improvements in the capabilities of machine translation (MT) raise questions about possible increases in overreliance on MT among lower-proficiency or novice level language learners. This study investigated how such learners described their use of online MT for independent reading and writing tasks, and whether this included descriptions…

Duolingo is a commercial language-teaching platform that offers free courses on the web and on mobile apps. This study reports the ACTFL listening and reading proficiency levels of adult Duolingo learners who had completed beginning-level courses in Spanish or French. The participants (n = 225) were learners residing in the United States, had…

Within the framework of David Wyatt's paper, "Computer-Assisted Teaching and Testing of Reading and Listening," discusses some limitations and problems in computer-assisted foreign language training in bringing a student up to level three of the Interagency Language Roundtable ratings. Notes that potentially effective software may be…

This article reports on the Pittsburgh Public Schools Oral Ratings Assessment for Language Students (PPS ORALS) project, a Title VI Foreign Language Assistance Program grant-funded project to create an online testing Software program that makes large-scale oral testing in a world language not only feasible, but also easy to create, administer, and…