Describes the architecture of an Intelligent Computer Language Learning (ICALL) system, and argues that the knowledge of a language required for teaching cannot be adequately represented in an ICALL system's database. Positive uses of computer-assisted language learning suited for the teaching of specific skills are discussed. 22 references.…

Examination of how teachers use computers in second-language instruction leads to the suggestion that designers need to take a wider view of the computer's role in language learning and more strongly consider the teacher's presence; and that teachers have to contribute more to computer-assisted language learning sessions, using their skills and…

Responds to a negative critique of the author's previous article, which warned against the wholesale adoption and piecemeal development of computer-assisted instruction (CAI). CAI supporters often make banal, overgeneralized, and vague defensive statements which evade or cavalierly dismiss addressing genuine concerns about CAI. (CB)

Considers how the effectiveness of computer-assisted language learning (CALL) has been hampered by language teachers who lack programing and software engineering expertise, and explores the limitations and potential contributions of author languages, programs, and environments in increasing the range of options for language teachers who are not…

In response to criticism of his support of computer-assisted intruction, the author asserts that computers should be used as resources for further and better learning, and that their most effective use will be learned as research and experiments continue. (CB)

Explores the relationship between computer-assisted language learning (CALL) software's programming and methodological sophistication within the framework of communicative approaches to classroom foreign language learning. It is argued that many CALL materials are ineffective because they are designed according to sophisticated computing criteria…

Outlines five student characteristics (age, expectations, ability, cognitive style, and affect) that may be important for examining computer materials and suggests how teachers and researchers can observe students' use of computer-assisted language learning to make appropriate instructional decisions. (Author/CB)

Describes three models of CALL (computer assisted language learning) activity--games, the expert system, and the prosthetic approaches. A case is made for CALL development within a more instrumental view of the role of computers. (Author/CB)