This article examines the extent to which CALL and Communicative methodology are compatible. Although attempting to be relevant to language teaching in general, it is written from an EFL (English as a Foreign Language) perspective and considers only the British tradition of the Communicative Approach.

This paper argues that CALL practitioners need to remain constantly aware of the political context in which they operate, so that they can the better exploit opportunities to win funding, gain status for their activities and generally succeed more often in the prime aim of enhancing the practice of language learning. It seeks to situate EUROCALL's own activity as an organisation at an important point of convergence in the global context. It concludes with some quasi political advice both for individuals and for the organisation as a whole.

In this paper, we present the Web-based CALL environment (or WALL) which is currently being experimented with at the University of Paris 13 in the Computer Science Department of the Institut Universitaire de Technologie. Our environment is being developed to teach computer science (CS) English to CS French-speaking students, and will be extended to other languages for specific purposes such as, for example, English or French for banking, law, economics or medicine, where on-line resources are available.

English, and more precisely CS English is, for our students, a necessary tool, and not an object of study. The learning activities must therefore stimulate the students' interest and reflection about language phenomena. Our pedagogical objective, relying on research acquisition (Wokusch 1997) consists in linking various texts together with other documents, such as different types of dictionaries or other types of texts, so that knowledge can be acquired using various appropriate contexts.

Language teachers are not supposed to be experts in fields such as computer sciences or economics. We aim at helping them to make use of the authentic documents that are related to the subject area in which they teach English. As shown in Foucou and Kübler (1998) the wide range of resources available on the Web can be processed to obtain corpora, i.e. teaching material. Our Web-based environment therefore provides teachers with a series of tools which enable them to access information about the selected specialist subject, select appropriate specialised texts, produce various types of learning activities and evaluate students' progress.

Commonly used textbooks Tor specialised English offer a wide range of learning activities, but they are based on documents that very quickly become obsolete, and that are sometimes widely modified. Moreover, they are not adaptable to the various levels of language of the students. From the students' point of view, working on obsolete texts that are either too easy or too difficult can quickly become demotivating, not to say boring.

In the next section, we present the general architecture of the teaching/learning environment; the method of accessing and using it, for teachers as well as for students, is then described. The following section deals with the actual production of exercises and their limits. We conclude and present some possible research directions.

This paper reports on work at the Open University's Centre for Modern Languages (CML) and Institute of Educational Technology (IET), on the use of technology to support language learners working at home and in virtual groups via the Internet. We describe the Lexica On-Line project, which created a learning environment for Open University students of French, incorporating computer-based lexical tools to De used at home, an on-line discussion forum, and guided access to the Francophone Web. We report on some of the outcomes of this project, and discuss the effectiveness of such a configuration for the promotion of reflective language-learning practices.

The aim of the paper is to investigate the usefulness of different illustration formats in online English learners’ dictionaries for the accuracy and speed of meaning comprehension as well as immediate and delayed retention. In a controlled online experiment, the meaning of selected English words and phrases had to be explained with the help of purpose-built monolingual dictionary entries. Four experimental conditions were created, which reflected the presence and format of illustrations in the entries: color pictures, greyscale pictures, line drawings, no illustrations. Meaning retention was checked immediately after exposure and two weeks later. The results show that it is worthwhile to include illustrations in online learners’ dictionaries and suggest the most beneficial illustration formats. Line drawings prove the most recommendable; they considerably improve meaning comprehension, reduce reception time, and stimulate the best immediate and delayed retention. Color pictures emerge as the second best. They produce results comparable with those for line drawings, except they do not help so much to remember meaning in the long run. Entries with greyscale pictures are the least recommendable. They do not contribute more to meaning comprehension and delayed retention. Yet, they even shorten reception time and help users to remember more words immediately after exposure.

The current study is an approximate replication of Gray and DiLoreto’s (2016) study, which proposed a model predicting that course structure, learner interaction and instructor presence would influence students’ perceived learning and satisfaction in online learning, with student engagement acting as a mediator between two of the predictors and the outcome variables. Using mixed methods, the current study investigated whether Gray and DiLoreto’s model would be able to explain the relationships among the same variables in a computer-assisted language learning environment. A mediation analysis was conducted using survey responses from a sample of 215 college-level students, and qualitative analysis was conducted on the survey responses from a subsample of 50 students. Similar to Gray and DiLoreto’s study, positive correlational relationships emerged between the variables. However, the model proposed by Gray and DiLoreto did not fit our data well, leading us to suggest alternative path-analytic models with both student engagement and learner interaction as mediators. These models showed that the role of course organization and instructor presence were pivotal in explaining the variation in students’ perceived learning and satisfaction both directly and indirectly via student engagement and learner interaction. Moreover, qualitative analysis of students’ responses to open-ended questions suggested that from students’ perspectives, course structure was the most salient factor affecting their experiences within online language learning contexts, followed by learner interaction, and then by instructor presence.

Since its introduction by Glass in the 1970s, meta-analysis has become a widely accepted and the most preferred approach to conducting research synthesis. Overcoming the weaknesses commonly associated with traditional narrative review and vote counting, meta-analysis is a statistical method of systematically aggregating and analyzing empirical studies by following well-established procedures. The findings of a meta-analysis, when appropriately conducted, are able to inform important policy decisions and provide practical pedagogical suggestions. With the growing number of publications employing meta-analysis across a wide variety of disciplines, it has received criticism due to its inconsistent findings derived from multiple meta-analyses in the same research domain. These inconsistencies have arisen partly due to the alternatives available to meta-analysts in each major meta-analytic procedure. Researchers have therefore recommended transparent reporting on the decision-making for every essential judgment call so that the results across multiple meta-analyses become replicable, consistent, and interpretable. This research explored the degree to which meta-analyses in the computer-assisted language learning (CALL) discipline transparently reported their decisions in every critical step. To achieve this aim, we retrieved 15 eligible meta-analyses in CALL published between 2003 and 2015. Features of these meta-analyses were extracted based on a codebook modified from Cooper (2003) and Aytug, Rothstein, Zhou and Kern (2012). A transparency score of reporting was then calculated to examine the degree to which these meta-analyses are compliant with the norms of reporting as recommended in the literature. We then discuss the strengths and weaknesses of the methodologies and provide suggestions for conducting quality meta-analyses in this domain.

In spite of the increasing availability of highquality CALL material, it is a fact upported by Laurillard et al.'s (1993) survey of academics' use of courseware materials that many lecturers in higher education are more often put off rather than attracted by the completeness of the material available. They would prefer to have more control over both the orm and content of the CALL material they intro-duce into their own courses, courses hich are usually of their own design, sometimes based on research interests and which ave evolved from several years' refinement and fine tuning. The recent appearance of pecialised authoring templates such as The Poetry Shell (Timbrell 1994), designed for tudying poems of up to 20,000 characters in length, and several authorable products from he TELL Consortium including an authoring shell for the translation package Translt-TIGER (Thompson et al 1997), seems to indicate a continuing, if not expanding role for institution-based CAL development.

This paper takes the form of a proposal for a computer mediated language course delivered at a distance and administered jointly by two different institutions, the universities of British Columbia (UBC) and Auckland (UA). It examines the possible institutional context(s), the target group, gives a course description with a list of learning objectives, curriculum topics, a description of the course's epistemology, design, development plan, delivery methods and student support, and offers a justification for the development of the course. In conclusion, the paper looks into the possible strengths of such a course as well as the challenges of implementation.

This study offers a comprehensive bibliometric analysis of artificial intelligence (AI) applications in the field of second language (L2) teaching and applied linguistics, spanning from the early developments in 1995 to 2022. It aims to uncover current trends, prominent themes, and influential authors, documents, and sources. A total of 185 relevant articles published in Social Sciences Citation Index (SSCI) indexed journals were analyzed using the VOSviewer bibliometric software tool. Our investigation reveals a highly multidisciplinary and interconnected field, with four main clusters identified: AI, natural language processing (NLP), robot-assisted language learning, and chatbots. Notable themes include the increasing use of intelligent tutoring systems, the importance of syntactic complexity and vocabulary in L2 learning, and the exploration of robots and gamification in language education. The study also highlights the potential of NLP and AI technologies to enhance personalized feedback and instruction for language learners. The findings emphasize the growing interest in AI applications in L2 teaching and applied linguistics, as well as the need for continued research to advance the field and improve language instruction and assessment. By providing a quantitative and rigorous overview of the literature, this study contributes valuable insights into the current state of research in AI-assisted L2 teaching and applied linguistics and identifies key areas for future exploration and development.

Whereas improvements in CALL design are dependent on theories of language learning and acquisition, limitations to the former have arisen from widespread disagreements over the latter. This paper attempts to point towards a way forward using an evolutionary epistemological understanding of language learning, and some implications of such an approach for CALL. An evolutionary approach, involving trial and error elimination, requires a multi-dimensional learner-centred model that takes into account advancements in psychology, education and linguistics, areas that have often been ignored by CALL researchers and practitioners.

Language learning should be enhanced by information and communication technology (ICT). This article describe a foundation-year curriculum for future language teachers. In this curriculum the training in the use of information and communication technology tools was integrated with language learning and language teaching methodology. A learning environment ‘Professional Skills’ is described as well as the database applications ‘Wordbook’ and ‘Reading file’. Data of a summative evaluation are presented.

Distance learning can be a lonely business. Distance language learning even more so. Context and communication can be substantially diminished, or completely lost, in the distance learner's world. For the distance language learner this can mean an impoverished learning environment in which (s)he will often founder.

This paper reports on the development of a prototype tool which shows how learners can be helped to reflect upon the accuracy of their writing. Analysis of samples of freely written texts by intermediate and advanced learners of English as a foreign language (EFL) showed evidence of weakness in the use of tense and aspect. Computational discourse modelling techniques were applied to the data to generate semantic models of fragments of the narratives with particular focus on their temporal structure. These models have been converted into dynamic graphical representations of the temporal relationships between discourse events as the narratives are written. The system also provides access to the ontology devised to model individual events and this offers learners insights into the events’ semantic properties. These techniques provide the basis for a stimulating learning tool capable of capturing key elements of written narratives, and prompting learners’ awareness of language use, particularly tense and aspect.

EUROCALL continued to operate from the C&IT Centre of the Language Institute at the University of Hull, with June Thompson as Secretary, Graham Chesters as Treasurer and Julie Venner as Membership Secretary, assisted by Fred Riley and Janet Bartle. However, due to impending changes in the staffing arrangements at Hull, steps are being taken to identify an appropriate venue for the EUROCALL headquarters from September 2003.

This paper stems out of the author's work developed thanks to her secondment as the representative for Languages to the Task Force for Teaching, Learning and Assessment at Coventry University. The aim of the secondment is to disseminate a recognised model of good CALL practice, the FREE - Fluid Role-Exchange Environment (Orsini-Jones and Jones 1996, Orsini-Jones 1999), to other areas of Italian Studies, to languages other than Italian and to the rest of the university. This paper will show how the model was disseminated to the teaching of EFL and Italian translation studies via the use of the Web. The paper will finally consider a few issues relating to the impact of the implementation of C&IT change in Languages.

Morphology consists of inflection and word formation. In foreign language teaching it occurs mainly in the form of inflectional paradigms. While this is certainly an important part of mastering a foreign language, an adequate use of morphology, both inflection and word formation, can facilitate the acquisition of foreign language vocabulary. By applying word formation rules as a way to structure their knowledge, advanced learners can multiply their active vocabulary. A practical problem in using inflectional classes and word formation processes in vocabulary teaching is that the information required to devise exercises is not readily available. In a dictionary, it is not possible to get an overview of word formation relationships or classes of words belonging to the same inflectional class. The nature of word formation processes even makes it impossible in principle to fully cover them in a printed dictionary without creating a lot of redundancy. An electronic dictionary does not automatically solve the problems involved, unless it is structured appropriately. In the Word Manager (WM) project morphological relationships have been taken as a starting point in the design of the lexicon. As a consequence, the lexicon is structured in terms of word formation and inflection rules, in such a way that complete and flexible access to the morphological processes and classes of a language is guaranteed. The full flexibility of WM lexicons requires that the entire system be installed locally. For a dedicated operational component, however, no such installation is necessary. It can be installed as an independently running program or be made available through the Internet. Two such applications (which are freely available) and their possible uses for teaching purposes are described.