This article focuses on designing and evaluating conversation practice in a second language (L2) with a robot that employs human spoken and non-verbal interaction strategies. Based on an analysis of previous work and semi-structured interviews with L2 learners and teachers, recommendations for robot-led conversation practice for adult learners at intermediate level are first defined, focused on language learning, on the social context, on the conversational structure and on verbal and visual aspects of the robot moderation. Guided by these recommendations, an experiment is set up, in which 12 pairs of L2 learners of Swedish interact with a robot in short social conversations. These robot–learner interactions are evaluated through post-session interviews with the learners, teachers’ ratings of the robot’s behaviour and analyses of the video-recorded conversations, resulting in a set of guidelines for robot-led conversation practice: (1) societal and personal topics increase the practice’s meaningfulness for learners; (2) strategies and methods for providing corrective feedback during conversation practice need to be explored further; (3) learners should be encouraged to support each other if the robot has difficulties adapting to their linguistic level; (4) the robot should establish a social relationship by contributing with its own story, remembering the participants’ input, and making use of non-verbal communication signals; and (5) improvements are required regarding naturalness and intelligibility of text-to-speech synthesis, in particular its speed, if it is to be used for conversations with L2 learners.

Participation in online courses has become essential for training language professionals in under-resourced contexts with skills in computer-assisted language learning (CALL) (Godwin-Jones, 2014). Most online CALL courses use asynchronous computer-mediated communication (ACMC) to facilitate meaningful learning for participants. Although participants’ sustained engagement with ACMC is the target, global realities of participants interfere with their participation levels. This article investigates participants’ engagement profiles in asynchronous online discussions in an 8-week CALL-based global online course developed and implemented by a team at Iowa State University. Using a case study approach, nine focal participants’ engagement profiles have been analyzed in terms of identifying patterns of engagement in the discussion posts and their relation to the types of discussion prompts. Then, social network analysis (SNA) and thematic analysis were employed to investigate patterns of interaction among the participants in the replies. The results indicated that engagement patterns observed in discussion posts overall aligned with the primary goals of prompt types. SNA further identified two participants as social mediators to connect participants with each other. These findings are significant in that they suggest the effectiveness of using ACMC to promote co-construction of knowledge for a global audience. This article also provides implications regarding the design of discussion prompts to help maximize participant engagement with course content.

With the dramatic improvement in quality, machine translation has emerged as a tool widely adopted by language learners. Its use, however, has been a divisive issue in language education. We conducted an approximate replication of Lee (2020) about the impact of machine translation on EFL writing. This study used a mixed-methods approach with automatic text analyzer Coh-Metrix and human ratings, supplemented with questionnaires, interviews, and screen recordings. The findings obtained support most of the original work, suggesting that machine translation can help language learners improve their EFL writing proficiency, specifically in strengthening lexical expressions. Students generally hold positive attitudes towards machine translation, despite some skeptical views regarding the values of machine translation. Most students express a strong wish to learn how to effectively use machine translation. Machine translation literacy instruction is therefore suggested for incorporation into the curriculum for language students.

This study traces the evolution of computer-assisted language learning (CALL) by investigating published research articles (RAs) in four major CALL journals: ReCALL, Computer Assisted Language Learning, Language Learning & Technology, and CALICO Journal. All 2,397 RAs published over four decades (1983–2019) were included in the pool of data, and the Google Scholar citation metric was adopted to assess the impact of the papers. By selecting the top 15% of widely cited papers from each individual year, we minimized the time bias between years, enabling a balanced narration of the history of CALL through a representative dataset of 426 high-impact RAs. To identify the evolution of research trends, the contexts, methodologies, theoretical underpinnings and research foci of all 426 RAs were investigated using NVivo 12 and AntConc. The analysis of the data yielded encouraging results such as the upward trend in the number of publications and the international reach of CALL in the last two decades, the physical or virtual presence of language learners with diverse language profiles, and the growing tendency to triangulate methodology for increased complexity. However, long-standing issues such as the heavy reliance on traditional research contexts, poor reporting practices of basic demographic information, the large number of atheoretical papers and the concentration on a limited number of research foci continue to pose challenges in CALL research. Based on the findings, the paper suggests solutions for the controversies and addresses key issues for future research in CALL.

This paper investigates the usefulness of Web portals in a workbench for assisting student interpreters in the search for and collection of vocabulary. The experiment involved a class of fifteen English as a Foreign Language (EFL) student interpreters, who were required to equip themselves with the appropriate English vocabulary to handle an interpreting task they had been assigned. The subjects were given the same topic for vocabulary building in two stages – one stage without and the other stage with the use of the workbench. They were not allowed to repeat vocabulary items in the two stages. They documented their experience in vocabulary preparation in the first stage, and provided think-aloud protocols for the second stage. They also completed a questionnaire and submitted two portfolios. The vocabulary portfolios compiled during the two stages were then compared. The results indicate that, with the use of the workbench, the subjects were more efficient in performing the task of building vocabulary by searching for the required vocabulary, and were able to build a vocabulary portfolio that was larger in size and richer in variety. The data also reveal that most students make use of Web portals that have a specific focus, rather than general search engines. The findings provide important information to support the use of the workbench as a tool for training EFL student interpreters in vocabulary building, and also show that guided Web portals are essential for users who need to perform Web-based language learning activities to achieve efficient search results.

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.

This paper considers key questions concerning computer-based language-learning environments. Using evidence from current literature, it discusses the main characteristics of such environments including human, technical and physical resources, communicative structures, information management, and cultural contexts. It then uses data from an investigation of the universities of Cambridge, Toronto and Ulster to assess the pedagogical effectiveness of the computer-based environments currently in operation in these three institutions.

It considers, in particular, the integrative role that computer-based language learning environments seem to provide. Although each institution has integrated computer technology into language teaching and learning in different ways, a key element of each environment has been the establishment of a common computer-mediated infrastructure, enabling effective information dissemination, resource distribution, communication and teaching and learning. No single common infrastructure would be suitable in all three, however, in each case, it was found that the environments created were valuable, especially in integrating elements of the teaching and learning process that would normally have remained apart.

In concluding that the creation of a computer-based language learning environment in the present climate is beneficial, it was noted that adequate technical resources and a management that is keen to integrate computer technology into all aspects of university life is a key factor in their success.

The objective of this study is to investigate how low-proficiency English for Specific Purposes (ESP) students benefit from a hypermedia-enhanced learning environment, specifically in terms of incidental acquisition of lexical items in the target language. Additionally, this study aims at finding out how frequently the comprehension tools available from within the application were used by the learners. The hypermedia-assisted learning environment used in this study provides a rich environment where learners gain exposure to foreign language texts by listening and reading in the target language. Learners are invited to explore Chemistry-related video segments through listening comprehension questions in combination with access to various comprehension tools, for example, L1 translations of questions and answers, L2 video manuscript, translation of manuscript sentences, specific video segments containing answers to questions and video control tools. A total of 40 subjects with a low-intermediate proficiency level were exposed to the treatment. An achievement test was administered before the treatment as a pre-test, and two weeks following the completion of the treatment as a post-test, to evaluate retention. The courseware was set up by the researcher to record every user action and compile these data into user logs of behaviour data which were subsequently submitted to analysis. The findings of this experimental study are conclusive in suggesting that hypermedia-based instruction can provide an effective learning environment to build vocabulary among ESP students. It can be claimed that the access to a variety of comprehension tools results in a deep processing of the lexical items and can therefore contribute to favour retention.

For years, computer-assisted language learning (CALL) has thrived as an interdisciplinary subfield, linking applied linguistics and educational technology. Despite its significance and a number of syntheses, CALL research has not yet undergone a comprehensive scientometric synthesis. This study synthesizes CALL research over a period of 42 years by employing a scientometric analysis of sources and document co-citation analyses. Scopus was used to retrieve original articles with a timespan limit from 1980 to 2021. Our records identified 4,631 articles representing CALL-based research, which were published in 63 peer-reviewed journals and collectively contained 186,589 references. The findings indicate that CALL research is supported by robust theoretical frameworks, grounded in socio-cultural and second language acquisition theories. Our research findings have revealed several significant clusters of interest within the realm of CALL, with a pronounced focus on writing among CALL scholars. Additionally, the study identified emerging research areas such as mobile-assisted language learning, synchronous computer-mediated communication, and data-driven learning in CALL literature. Notably, “CALL-core” journals exhibited high productivity, with Language Learning & Technology, Computer Assisted Language Learning, and Computers & Education standing out as top-ranked journals in terms of the Hirsch index (h-index) and co-citation. Suggestions for future research are outlined in the conclusion.

The acquisition of foreign languages for specific purposes through e-learning strategies is one of the areas less researched and developed in the field of CALL. However, as a member of a recently completed Leonardo da Vinci Project, devoted to vocational training, the author will report on the findings of the Airline Talk project. The goals of the project were to supply materials which would promote continuing learning amongst airline staff in three target languages: English, German and Spanish. This paper focuses on the development, structure and language content of the Spanish courseware, ¡Bienvenido a bordo!, designed at the Universidad Politécnica de Valencia. The author discusses the process carried out by the project partners in order to satisfy learner demands in terms of learner orientation, process orientation and learner autonomy to achieve language competence through the development of communicative skills and interactivity. Issues that are described include: needs analysis, courseware specifications, exercise template design, graphical user interface and learner motivation. The results arising from the evaluation carried out at two different partner institutions will conclude the discussion.

In this paper, E. Esch and C. Zähner argue that the learners themselves are the key agents in the construction of new language learning environments. Learners differ in their ability to import new elements – such as ICTs – into their model of what constitutes an appropriate language learning environment. It is argued that accessibility, autonomy, ‘reflectivity’ and interactivity are conditions which must be met if ICTs are to become truly relevant to language learners. The way these principles have been guiding the development of the network-based language learning environment installed by the Language Centre of the University of Cambridge is described.

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.

This paper deals with the implementation of an “online pedagogical assistant” in a blended learning device for English for Special Purposes (ESP) students in a French university (UPMC, Paris VI). As it is now, it comprises a customized website designed to serve as a guide through the development of the students’ work.

The architecture of this website and the way it is meant to be used are parameters derived from the conclusions of action research carried out in 2007–2008 in another French university (Perpignan) amongst B1/B2 ESP students.1 The perspective of that study was to examine their needs when performing off site aural and written tasks. The data collected showed that the problems encountered were always the same – outlining a typology – and that most obstacles derived from A2/B1 elements they had already been through during their secondary education.

This application has been named an “online pedagogical assistant” because, by targeting the problems from the typology, it aims at leading students take care of their needs by themselves before emailing their productions to their tutor(s), particularly by pushing them into reflecting on a certain number of aspects they are already acquainted with but which they nonetheless tend to forget when working on their own.

From the typology of problems, a system of semi-automatic correction meant to help students proceed to self-corrections – notably through online references to relevant online help and exercises – has also been developed. In the correction phase of the students’ tasks, the purpose is therefore no longer for the tutor to correct their productions but to help them do it themselves.

Action research is in progress to evaluate the potential of those adjusted online tutorial practices in terms of second language (L2) acquisition.

Today, people want to consult dictionaries of good quality, but they expect them to be available online for free. For this reason, publishers need advertisements to cover the costs of producing and maintaining online dictionary content. This paper aims to investigate the role of advertisements in language reception, production, and learning following online dictionary consultation. It also undertakes to determine whether advertisements in an online dictionary affect the time needed for dictionary-based decoding and encoding. In the experiment, participants consulted one of the most prestigious dictionaries of English for foreign learners, OALD9 (Oxford Advanced Learner’s Dictionary, 9th edition). Two versions of the dictionary were employed in the study: one that includes advertisements and is available online free of charge, and its advertisement-free counterpart, OALD9 Premium. In the receptive task, the participants were requested to explain the meaning of new English words. In the productive one, they had to use the words in sentences. Meaning retention was checked in the immediate post-test. The research reveals that advertisements in OALD9 impede language reception, production, and learning, and also extend the time for comprehending new words. Suggestions for further research into advertisements on dictionary websites are presented in the final part of the paper.

This case study investigated the ways pre-major and pre-minor students of Spanish interacted with a grammar application from four perspectives. Firstly, using the computer’s tracking ability to collect learners’ behaviors, the study set out to uncover the different ways learners approached the application. Secondly, the study assessed the influence of two learner variables on learning behaviors: language abilities determined by a placement test and personality preferences measured by Jung-Myers-Briggs-Typology based approach. Thirdly, the study assessed whether the frequency of various behaviors resulted in different knowledge increases. Finally, the study categorized the uncovered behaviors into the learning strategies covered in the Strategy Inventory for Language Learning (SILL) (Oxford 1990). The study concludes with implications for software improvement, as well as with indications of likely directions for future research.

Several studies have found that virtual exchange (VE) has a positive impact on intercultural effectiveness (IE) development. However, few VE studies have measured and unpacked perceived learning gains from VE in this area using data from multiple VEs and mixed-methods approaches. In this study, we explored the impact of VE on perceived IE development among pre-service teachers in two exchanges. Using k-means cluster analysis of reported gains in IE, we identified three groups of students who reported high-medium-low IE gains. Cluster analysis informed our qualitative analysis of students’ reflections on VE. Having analysed data from 486 diary entries at four successive time measurements, we identified three factors critical to students’ perceived IE development: students’ ability to overcome challenges during VE, level of engagement with their partners, and engagement with cultural difference. These findings shed light on what experiences in VE influence participants’ perceptions of their intercultural learning. The study provides recommendations for the design of online collaborative learning programmes, such as VE, that might help address students’ diverse needs.

This paper deals more with what is sent down the pipe than with the pipe itself. In other words our concern is more with the pedagogical quality of software than with hardware or structures. It simply aims at presenting several attempts to resolve problems of understanding and speaking English met by French students. In every one of these attempts we have resorted to information technology. More particularly we have used authoring toolkits in order to ‘feed’ computers with our teaching methods adapted to the students′ needs. We have fried to keep a critical eye on our practice, which has enabled us to find answers with a limited scope even though we hope they might be of interest as a starting point for new reflections. The software we have developed represents those answers.

This article discusses the applications of the theory of Computer Supported Collaborative Learning (CSCL) to teaching and learning a foreign language, in this case, one of the ‘Less Commonly Taught Languages’, Finnish. The ‘Virtually Finnish’ project was based on the idea of creating a larger, virtual Finnish learning community among the second-year Finnish language students in five US universities during the fall semester, 2001. CSCL was chosen as a base, as its principal goal is to aid the learners in sharing and distributing their knowledge to the whole learning community. In addition to discussing the set up and the content of the project, the students’ feedback about their language learning experience in the CSCL-environment will be examined. Furthermore, the conclusions, and the realization of our goals from the perspective of CSCL, as well as the students’ feedback on the collaborative process will be discussed. Based on the knowledge gained from limited feedback, a discussion of tools to aid language students in becoming a part of motivating and authentic collaboration projects on-line will be discussed. Looking at the students’ work on-line, as well as the feedback received, it was realized that certain skills crucial for communication have been neglected in teaching. Furthermore, it was realized that teaching on-line learning strategies in addition to teaching the target language is crucial. Future plans, and ideas for research in the area of CSCL will be shared in anticipation of inspiring others to undertake further research.

This paper reports on a pilot project which examined the effects on essay writing skills in advanced German of computer-based teaching which allowed a co-operative approach to writing and the pmvision of immediate teacher and peer feedback through the interactive display and networking of student work.

Third year German students were assigned to computer-based or conventional teaching groups taught by two different teachers using common materials and the same task-based approach. Prior to implementation of the project and again at the end, students were given a standard writing task to allow the level of their writing skills to be evaluated structurally and linguistically. The major focus was on the development of arguments, together with appropriate intmductions and conclusions. Grammar and expression were also measured to check whether the absence of an explicit focus on grammar had a detrimental effect on accuracy.

The students in these two groups along with all other third year German students completed a questionnaire that elicited information about their abilities and interest in German and their attitude to the use of computers. Teacher evaluation and qualitative data were obtained from participating students at the end of the project. Results indicated that the experimental students achieved significantly higher ratings for the logical linking of ideas in the body of their essays and were positive about the technology.