As shown by several studies, successful integration of technology in language learning requires a holistic approach in order to scientifically understand what learners do when working with web-based technology (cf. Raby, 2007). Additionally, a growing body of research in computer assisted language learning (CALL) evaluation, design and development, has indicated that analysis of learners’ behaviours is an essential element to implementing high-quality technology (e.g., Chapelle, 2001; Levy & Stockwell, 2006). Hence, carefully evaluating the effectiveness of CALL by collecting empirical data on user interactions while focusing on the process of learning is integral to a holistic understanding of students’ behaviours (e.g. Felix, 2005; Hémard, 2006).

This article examines a design-based research that seeks to analyse and understand the dynamics of user interactions with a specific web-based CALL tool in the context of a French as a second language (FSL) course. To this end, we present a sample of results based on an analysis of specific tasks carried out with this CALL tool that is designed in part to encourage students’ integration of critical and electronic literacies. By way of conclusion, we identify the steps that are necessary to enhance this particular CALL system and help users better achieve their learning goals. In particular, we explain the process of recycling our results in the next design phase of the CALL tool in a continuous improvement effort.

This article presents findings from an exploratory pilot project which aimed at fostering electronic and professional literacy skills of preservice language teachers through computer-mediated peer collaboration. The research context is a qualitative case study involving cooperation via the email and chat functions of FirstClass among preservice teachers at the Justus-Liebig Universität in Giessen and the Pädagogische Hochschule Heidelberg in Germany. The author investigates participants’ prior experiences with regard to computer skills, Internet proficiency, and technology-based language learning and teaching. Next, she discusses benefits and challenges for preservice teachers with respect to collaborating via computers (computer-mediated communication or CMC) with their transatlantic partners. In collecting and analyzing preservice teachers’ reflections, a Grounded Theory approach (Strauss & Corbin, 1998) was used. Instances of electronic and professional literacies were identified and triangulated with data from pre-course questionnaires, post-course self-assessments, logs, email and chat transcripts, and field notes. The author discusses benefits and challenges which preservice teachers encountered through the collaboration. Findings include preservice teachers’ differing levels of electronic literacy skills, tolerance for ambiguity, institutional constraints, peer feedback, and perception of the final product. Based on her findings, the author stresses the need to encourage preservice teachers’ meta-level reflections on the challenges of the collaboration and suggests conducting longitudinal follow-up studies in order to investigate if and how in-service teachers apply the knowledge they gained from their teacher education program to their own teaching.