This paper describes a study in which we investigated the effects of corrective feedback on learner uptake in CALL. Learner uptake is here defined as learner responses to corrective feedback in which, in case of an error, students attempt to correct their mistake(s). 177 students from three Canadian universities participated in the study during the Spring semester 2003. The study considered three feedback types: Meta-linguistic, Meta-linguistic + Highlighting, and Repetition + Highlighting. Study results indicate that feedback that provides an explanation of the error and also highlights the error in the student input (Meta-linguistic + Highlighting) is most effective at eliciting learner uptake. The study also considered two learner variables, gender and language proficiency. Our data suggest that none of the two learner characteristics has a significant impact on student responses to corrective feedback.

This paper discusses a framework for designing online tasks that capitalizes on the possibilities that the Internet and the Web offer for language learning. To present such a framework, we draw from constructivist theories (Brooks and Brooks, 1993) and their application to educational technology (Newby, Stepich, Lehman and Russell, 1996; Jonassen, Mayes and McAleese, 1993); second language learning and learning autonomy (Benson and Voller, 1997); and distance education (Race, 1989; White, 1999). On the one hand our model balances the requirements of the need for control and learning autonomy by the independent language learner; and on the other, the possibilities that online task-based learning offer for new reading processes by taking into account new literacy models (Schetzer and Warschauer, 2000), and the effect that the new media have on students’ knowledge construction and understanding of texts. We explain how this model works in the design of reading tasks within the specific distance learning context of the Open University, UK. Trayectorias is a tool that consists of an open problem-solving Web-quest and provides students with ‘scaffolding’ that guides their navigation around the Web whilst modelling learning approaches and new learning paradigms triggered by the medium. We then discuss a small-scale trial with a cohort of students (n = 23). This trial had a double purpose: (a) to evaluate to what extent the writing task fulfilled the investigators’ intentions; and (b) to obtain some information about the students’ perceptions of the task.

As more and more teacher preparation programs realize the need to include courses that deal with computer-assisted language learning, a crucial decision as to what is taught needs to be made, taking into consideration the various post-graduation goals ranging from teacher or teacher-trainer to researcher. Thus, the question of whether to go beyond teaching the potential uses of the computer and the Internet and to delve into how to create relevant computer-based tasks using the WWW and to train teachers in the use of advanced web page development techniques, including Flash, web-enabled databases, and the interactive possibilities of the WWW needs to be addressed. This paper tackles these issues and illustrates a sample approach in dealing with the grooming of the new generation of CALL researchers and practitioners. What can be accomplished during the first year of an MATESL program that highlights the importance of technology is explored through a reflective questionnaire, a computer capabilities matrix, and an analysis of web-based course projects. Nine first-year M.A. students participated in the study, which revealed that despite widely differing initial computer and Internet expertise among these future teachers and researchers, their knowledge of creating and using web-based materials increased significantly, culminating in a project in which the skills acquired throughout the semester were successfully integrated.

In the rapidly changing environment of language learning and teaching, electronic literacies have an increasingly important role to play. While much research on new literacies focuses on the World Wide Web, the aim in this study is to investigate the importance of corpus consultation as a new type of literacy which is of particular relevance in the context of language learning and teaching. After briefly situating the theoretical and pedagogical context of the study in relation to authenticity and learner autonomy, the paper describes an empirical study involving eight postgraduate students of French. As part of a Masters course they write a short text and subsequently attempt to improve it by using concordancing software to consult a small corpus containing texts on a similar subject. The analysis of the results reveals a significant number of changes made by the learners which may be classified as follows in order of frequency: grammatical errors (gender and agreement, prepositions, verb forms/mood, negation and syntax); misspellings, accents and hyphens; lexico-grammatical patterning (native language interference, choice of verb and inappropriate vocabulary); and capitalisation. The conclusion notes that the situation in which these students found themselves (i.e. faced with a text on which the teacher had indicated phrases which could be improved) is replicated in many cases every day, and suggests that corpus consultation may have a useful role to play in the context of interactive feedback, particularly in cases where traditional language learning resources are of little use.

According to the dichotomy popularized by Levy (1995, 1997), computers may be used in language learning in either tutor or tool roles. Recently there has been a waning of interest in tutorial software for language learning in favor of tool-oriented applications. While we do not dispute the value of the computer as a tool, we argue that it is in the best interest of CALL practitioners and language teachers in general to be better informed about the realities of tutorial software so that the field can continue to grow and mature along multiple paths. In support of this position, we present a case for placing tutorial CALL back into the mainstream of the field. After a discussion of several common myths about tutorial CALL, we offer six reasons as to why tutorial CALL has been marginalized. We follow with some evidence that, despite the presence of these myths and this marginalization, CALL practitioners around the world continue to find tutorial CALL appealing for research and development. Specifically, we review the presentations at four major CALL Conferences in 2002 and classify them as primarily focused on tutor or tool uses. Although tool-oriented applications dominate overall, the results show a strong continuing interest in tutorial applications as well. We conclude with proposals for (1) reconsidering the dichotomous nature of the tutor-tool distinction, (2) changing the defining characteristic of tutorial CALL from evaluation to teaching presence, and (3) suggesting several aspects of language learning that tutorial CALL is best suited to support, given the present state of technology.

We have developed an English pronunciation learning system which estimates the intelligibility of Japanese learners' speech and ranks their errors from the viewpoint of improving their intelligibility to native speakers. Error diagnosis is particularly important in self-study since students tend to spend time on aspects of pronunciation that do not noticeably affect intelligibility. As a preliminary experiment, the speech of seven Japanese students was scored from 1 (hardly intelligible) to 5 (perfectly intelligible) by a linguistic expert. We also computed their error rates for each skill. We found that each intelligibility level is characterized by its distribution of error rates. Thus, we modeled each intelligibility level in accordance with its error rate. Error priority was calculated by comparing students' error rate distributions with that of the corresponding model for each intelligibility level. As non-native speech is acoustically broader than the speech of native speakers, we developed an acoustic model to perform automatic error detection using speech data obtained from Japanese students. As for supra-segmental error detection, we categorized errors frequently made by Japanese students and developed a separate acoustic model for that type of error detection. Pronunciation learning using this system involves two phases. In the first phase, students experience virtual conversation through video clips. They receive an error profile based on pronunciation errors detected during the conversation. Using the profile, students are able to grasp characteristic tendencies in their pronunciation errors which in effect lower their intelligibility. In the second phase, students practise correcting their individual errors using words and short phrases. They then receive information regarding the errors detected during this round of practice and instructions for correcting the errors. We have begun using this system in a CALL class at Kyoto University. We have evaluated system performance through the use of questionnaires and analysis of speech data logged in the server, and will present our findings in this paper.

This paper reports on the results of an action research project at Coventry University that consisted of the evaluation of a curriculum innovation supported by the use of the Virtual Learning Environment (VLE) WebCT, i.e. a new module (course): Academic and Professional Skills for Language Learning. The project was carried out collaboratively by staff – all the linguists teaching level 1 modules in EFL, French, German, Italian, Russian and Spanish – and students over a period of ten months in 2002–2003. The module aims at engaging students actively with the new literacies and skills required by the ‘knowledge society’. The provisional hypothesis was that skills-based teaching and learning activities that are aligned with the needs of language learners would raise confidence in academic and professional skills and increase motivation and proficiency in language learning. The use of the Virtual Learning Environment Web Communication Tools (WebCT), available within the online learning portal both on and off campus for students at Coventry University, would be instrumental in testing the hypothesis, as it provided an interactive reflective forum for both staff and students involved. Both qualitative and quantitative data were collected. The paper will show how the use of the Virtual Learning Environment facilitated the creation of exercises that developed both ICT skills and language-specific ones. On a less positive note, the results confirmed the outcomes of other research in the field, i.e. that students find it challenging to become reflective, autonomous learners and that we cannot assume that the use of technology automatically leads to autonomy. Many students also found it challenging to see the relevance to their studies of skills and literacies that went beyond the four basic language skills. The paper will conclude by illustrating both the positive and the negative outcomes of the project and outlining the staff/student-agreed way forward in the light of the issues encountered.

The advantages of computer-assisted grammar teaching and more recently, web-based grammar teaching, include the possibility, for the instructor, of devoting class time to teaching communication skills, and the capacity of individualizing the course work. Several websites have been created for these very reasons. However, most of these sites include only a small portion of the grammar and very few are based on educational principles. This paper will summarize what should be the guiding principles in the design of this type of website, most of which involve instructional design and the need for structure and adaptability to different learning styles. It should also be noted that there are design principles specific to grammar teaching, such as the distinction between exploratory and pre-established modes, and the scaffolding of concepts. The application of these principles will be illustrated through the presentation of a web site.

In the first part of this paper different areas where technology may be used for second language assessment are described. First, item banking operations, which are generally based on Item Response Theory but not necessarily restricted to dichotomously scored items, facilitate assessment task organization and require technological support. Second, technology may help to design more authentic assessment tasks or may be needed in some direct testing situations. Third, the assessment environment may be more adapted and more stimulating when technology is used to give the student more control. The second part of the paper presents different functions of assessment. The monitoring function (often called formative assessment) aims at adapting the classroom activities to students and to provide continuous feedback. Technology may be used to train the teachers in monitoring techniques, to organize data or to produce diagnostic information; electronic portfolios or quizzes that are built in some educational software may also be used for monitoring. The placement function is probably the one in which the application of computer adaptive testing procedures (e.g. French CAPT) is the most appropriate. Automatic scoring devices may also be used for placement purposes. Finally the certification function requires more valid and more reliable tools. Technology may be used to enhance the testing situation (to make it more authentic) or to facilitate data processing during the construction of a test. Almond et al. (2002) propose a four component model (Selection, Presentation, Scoring and Response) for designing assessment systems. Each component must be planned taking into account the assessment function.

One of the most common uses of the World Wide Web for foreign language learning is as a resource for students to find information when researching essay topics. When language instructors ask students to perform searches for information about a given issue it is assumed that students know how to perform those searches and appreciate the usefulness of the Web. However, we do not really know much about the relationship between learners and the Web: what processes are involved, how the students go about the search process and what their perceptions of the Web are. It is therefore essential that these assumptions are examined and researched. To find out more about these questions, a study was initiated with the aim of obtaining information on how foreign language higher education students interact with the Web in general and in the context of a search for content/reading tasks in particular. The goal was to produce a descriptive snapshot of student impressions and abilities at one given moment. For this purpose 198 students of Spanish at the University of Southampton were asked how they use the Web, what for, how they go about finding the information they need, what they perceive to be the advantages and disadvantages of using the Web as a research tool for language learning, to compare it to other resources and what their perceptions of it are. To measure their degree of online information literacy, a scale was created. In this paper the details of the project will be presented, and the findings of the study discussed.

Vocabulary learning theory suggests that productive recall should strengthen learning of new vocabulary items (Nation, 2001). CALL can provide both the opportunities for productive recall and the feedback to motivate repeated efforts to reproduce new items. The latter capability appears to give CALL some advantages over paper-based exercises, in particular when such learning is done out of class time without immediate teacher feedback. Three experiments are reported. In the first two, a comparison is made of CALL exercises that encourage productive recall with those that encourage passive recall. Initially productive recall appears to give greater learning gains, supporting theory. Over time, the results are comparable. Both groups make substantial gains. Observation suggests that students apply their own strategies to enhance recall, to some extent independently of the exercise type. The advantages and disadvantages of incorporating productive recall into the design of CALL exercises need to be considered together with those of students applying their own strategies to enhance recall. Based on the outcome of this assessment, a sequence of exercises to introduce new vocabulary is designed that encourages passive and active recall as well as other strategies thought to help initial vocabulary learning. In the third experiment, these exercises are delivered over the Web for a whole semester as preparatory materials for in-class work. Outcomes are reported in terms of learning gains but particular attention is paid to evaluating maintenance of student motivation. It is suggested that CALL is an effective way to introduce new vocabulary, that such effectiveness is enhanced by designing exercises based on theory, and that it works well for sustained periods, even in circumstances where student motivation is not necessarily high, when there is close integration with classroom work.

This paper presents the overall considerations and pedagogical approach which were at the basis of the development of an innovative web-based CALL application, Ellips (Electronic Language Learning Interactive Practising System). It describes the program’s most salient features, illustrating in particular the technical challenges involved in the realization of this multilingual, server-hosted, database-supported language-learning application. Ellips, the product of a cooperative project between four Dutch universities, offers effective web-based support for language learning in Higher Education (HE) institutions. Ellips focuses particularly on grammar training, listening and pronunciation skills; although it can be accessed on its own, it has been created with integration with virtual learning environments (VLEs) like Blackboard and WebCT in mind. As a matter of fact, Ellips offers functionality lacking in these systems, which have not been specifically developed for language learning and offer more assessment than practising opportunities. Moreover, in Ellips all learning materials are coded with language-specific metadata (mainly based on descriptors derived from the Common European Framework), so that developers can easily find and reuse materials and so-called ‘semi-adaptivity’ is allowed (students automatically receive more exercises on the topics which they have not yet mastered). Other important features of Ellips are full Unicode support, extensive feedback (for every item in an exercise and for the whole exercise), a student-tracking system, the use of (streaming) audio and video, and the possibility to record student input and store it in a portfolio.

Whilst the potential of online Computer Assisted Language Learning (CALL) in terms of access, immediacy and exposure is widely acknowledged, as yet remarkably little is known about its impact on the user population, be they language teachers or learners. Indeed, beyond its technological development, online CALL design is still affected by a dearth of reliable evaluative data, critically needed for improving the interface design, implementation and integration. On this premise, this paper proposes to focus on a range of appropriate evaluation methods applied to a recently authored web-based interactive CALL interface, comprising multimedia interactive exercises and self testing, as part of an ongoing research combining Human Computer Interaction (HCI), Java programming and language teaching expertise. This current evaluation adopts a novel approach insofar as its main objectives are not only to assess the usability and usefulness of the interface as well as the student experience, but also to compare the different methods used on the basis of their input and evaluative output. Ultimately, this paper will strive to bring theory and practice closer together by shedding further light on the crucial role of evaluation, the appropriateness of the data it generates and its applicability to online CALL development.

This paper reports on a large-scale project designed to replicate an earlier investigation of tertiary students (Felix, 2001) in a secondary school environment. The new project was carried out in five settings, again investigating the potential of the Web as a medium of language instruction. Data was collected by questionnaires and observational procedures to ascertain student perceptions of the usefulness of Web-based learning, their views on its advantages and disadvantages, their personal comfort and enjoyment when working with the Web, their preferred mode of delivery, their evaluation of the quality of resources used, and their learning styles and study preferences. Results of both studies showed that students were on the whole positively inclined to working with the Web and found it useful, with the majority preferring to use the Web as an add-on to face-to-face teaching. Reported advantages in both studies outweighed disadvantages. The secondary students felt significantly more comfortable on the Web, worked longer hours and reported more evenly distributed study preferences. Most favoured a kinesthetic learning style and significant relationships between learning style and mode preference were found. Differential findings related to gender emerged in the two studies.

In this article the focus is on methodology for analysing learner-learner oral conversations mediated by computers. With the increasing availability of synchronous voice-based groupware and the additional facilities offered by audio-graphic tools, language learners have opportunities for collaborating on oral tasks, supported by visual and textual stimuli via computer-conferencing. Used synchronously with real-time voice-based work, these tools present learners with the challenge of learning a new type of oral interaction, and researchers with the need for developing methodologies for redefining L2 oral competence in these environments. In this paper we address the latter. We examine approaches from the interactionist branch of Second Language Acquisition research, and we question the ability of this model of language learning to fully account for the processes that take place when learners are interacting with machines while talking to each other. To complement the socio-cognitive insights of that school, we look to interactional linguistics and to social semiotics. Building on findings from these fields, we offer a qualitative discussion of the discourses evidenced in conversational data from two distance-learning projects that use synchronous voice in conjunction with other stimuli, in an intermediate French programme at the UK Open University. We then present detailed conclusions about the methodological challenges involved in analysing the oral competence of students who use these tools.

This is an experimental study in the area of Didactics applied to the learning of English as a foreign language and complemented by CALL. The main objective of this work is to know the degree of incidence existing between two groups of students: one, based on conference-style classes where students, guided by the teacher, have to search for information about a topic in the computer lab and present it in front of the class and, in the other, where students are taught by the teacher according to a printed text. The experimental design consisted of a pre-test/post-test plus the application of different techniques to develop the different linguistic and cognitive strategies, between these tests. The methodology used by the Experimental Group forced learners to generate their own knowledge, so they had to apply the information and work by themselves in Workshops; and the Control Group participated in the classroom according to the communicative approach, guided by the teacher in the traditional class. Statistics were applied to the scores obtained between both tests, and the scores obtained weekly in the different competences contributed to knowing whether there were significant differences between both groups.