Discusses the abundance of electronic equipment available for use in second-language instruction in contrast to the shortage of courseware available. The lack of courseware is attributed to teacher resistance to and fear of technology and the lack of institutional support for teachers to design courseware. (LMO)

Describes the development and use of a computer-assisted language learning (CALL) laboratory in the English-language teaching unit at the Chinese University of Hong Kong. Undergraduate students in a writing skills course were trained to use word processors which were available for the students' writing assignments. (LMO)

Language laboratories, VCRs, and microcomputers are not labor-saving devices for the teacher. Technology-mediated lessons demand as much, if not more, planning effort than does conventional instruction. Four points to consider in planning are (1) selection of medium; (2) selection of software; (3) amount of student control; and (4) amount of…