Texts used in L2 classrooms have traditionally been simplified manually, but recent technological advances allow us to investigate whether automatic text simplification (ATS) software can help L2 learners comprehend texts in second and foreign languages. Participants were divided into low and high L2 reading proficiency groups and assigned to read…

Over the past few years, many studies have examined the cognitive processes of students when translating texts from one language to another. However, little is known about the cognitive processes of Arab translators when translating texts from their heritage language into English. This study aims to track the cognitive processes of students as…

Composing is an essential part of literacy development in early childhood classrooms, and writing experiences are continually changing through advances in technology. Writing in a new language can be particularly challenging for emergent bilinguals as they navigate learning how to spell in English as part of the writing process. New pedagogical…

This study investigated the effect of computer-mediated corrective feedback types in an English as a foreign language (EFL) intact class over time. The participants were 64 English majors who were assigned randomly into three treatment conditions that gave and received computer-mediated corrective feedback while writing (track changes, word…

Our paper introduces a new initiative on a common computer program used as a cognitive tool that facilitates learning "with" as opposed to learning "through" technology. The tool, which comprises a modification of a so-called boilerplate, is part of a joint learning system (Kim and Reeves, 2007) in which the tool, learner and activity are equal…

Computer-based writing is already a norm to a large extent in social communication for any major language around the world. From this perspective, it would be pedagogically sound for students to master the Chinese input system as early as possible. This poses some challenges to students in Singapore, most of which are learning Chinese as a second…

This study investigates Web-based, project oriented, many-to-many collaborative writing for academic purposes. Thirty-eight Fulbright scholars in an orientation program at a large Midwestern university used a Web-based word processing tool to collaboratively plan and report on a research project. The purpose of this study is to explore and…

This study investigates the performance of a spell checker designed for native writers on misspellings made by second language (L2) learners. It addresses two research questions: 1) What is the correction rate of a generic spell checker for L2 misspellings? 2) What factors influence the correction rate of a generic spell checker for L2…

Describes "Language Crafter," a word processor and word game generator that can be used to compose worksheets and invent word games in English, Spanish, French, and German. Bingo, crossword puzzles, word-search puzzles, and scrambled word games can help students develop and improve their foreign language vocabulary. (CB)

Most currently available computer-assisted language learning offerings fall into three categories: instructional, collaborative, and facilitative. Each is described and cost-effective approaches to using them are noted. (Contains two references.) (LB)

Evaluates computer software containing applications for learning Japanese as a second language. Presents overview of software available for Japanese word processing applications, lists publications that are good sources of information on Japanese computer topics, and includes a directory of distributors. (eight references) (Author/CK)

This paper examines the use of face-to-face peer review (FFPR) and computer-mediated peer review (CMPR) in an Asian English-as-a-foreign-language (EFL) academic writing context. The participants were 33 English majors from a university of science and technology in Taiwan, a new type of school offering 2-year associate degree programs in foreign…

A case is made against the educational application with nonproficient writers of "canned" feedback provided by text analysis computer programs marketed as grammar checkers and style analyzers. The feedback does not teach students. Alternative approaches for giving students feedback in the electronic medium are offered. (46 references) (Author/LB)

Discusses problems associated with existing commercial word processing materials and shows the reasons why their use in second language (L2) instructional settings is inappropriate. Describes the processes and obstacles involved in creating a manual for use in formal computer lab L2 instructional settings or by students learning word processing…

This report describes a project to develop an English grammar-checking word processor intended for use by college students with hearing impairments. The project succeeded in its first objective, achievement of 92 percent parsing accuracy across the freely written compositions of college-bound deaf students. The second objective, ability to use the…