In this article, the author poses what might seem to be a heretical question: Has CALL (Computer-Assisted Language Learning) already begun to lose its identity as a field of inquiry or of practice? And if the answer is a puzzled "maybe," what is CALICO's role to be in, say, the next 25 years? She notes that because most of the tools that support…

Argues that humanities specialists should become more informed and involved in the development of computer uses in natural language processing. (LMO)

In examining the titles of this year's conference presentations, the author noticed quite a few papers that focus on learner-specific issues, for instance, papers that address learning styles, learner needs, personality and learning, learner modeling and, more generally, pedagogical issues that deal with individual learner differences in…

Demonstrates how conditions for active learning can be enhanced by using newer and more sophisticated educational technology. Describes a case study involving a large lecture class on world mythology. Also addresses the question of how information technology can be employed to improve student learning. (Author/VWL)

Suggests approaches and considerations in developing voluntary standards for use in application of technology for language teaching and learning, covering problems in applying technology for language learning, resources and knowledge needed for standardization work, and a proposed approach for developing voluntary standards. (CB)

Information technology from the rhythm of African drumbeats to electronic communication is described to introduce the importance of reaching out to various groups to facilitate global understanding and language learning. (LB)

Assessed the potential of technology for improving language education. A review of the effectiveness of past and current practices in the application of information and communication technology (ICT) in language education and the availability as well as capacities of current ICTs was conducted. (Author/VWL)

Successful foreign-language departments are multifaceted departments in which technology figures as a prominent facet. Computer-assisted language-learning (CALL) development projects take place in a multidisciplinary context in which a large number of disciplines can be conceivably represented. CALL research and development should be valued and…

Outlines design of an open computer system that relies on distributed computing for collection and storage of data from very large samples. Purpose of the system is to provide a base of reliable data for assessing impact of technology on delivery of educational materials. The system consists of an open instrument that generates student forms, an…

Two fictitious interviews are presented, one describing the second-language learning experience as a desert across which one has to pass to attain an elusive language proficiency, and the other considering, in tongue-in-cheek style, the role of technology in second-language teaching and learning. (MSE)

Five long-term CALICO members and contributors to the realities of computer-assisted language learning discuss software evaluation; research and pedagogy in language, literature, and culture learning; certification of accomplishments; and relationships with other related professional organizations. (LB)

This article is a revised version of a keynote address given at CALICO 1999. It describes the rapidly changing demography of the U.S. school population and the implications of these changes for pedagogical practices. Discusses implications of research priorities and directions for the work of those concerned with improving the effectiveness of…

Suggests that effects of microcomputers on foreign language learning and education depends to a large extent on social and educational contexts within which they are imbedded. It is maintained that teachers themselves are the ultimate agents of educational improvement and change and thus must be continually provided with information and resources…

Focuses on the assessment of the effects of instructional technology (IT) on the foreign language curriculum. Offers a general overview of the evaluation of IT and seeks to provide a clearer understanding of the evaluation parameters that need to be taken into consideration when establishing the infrastructure for the on-going assessment of IT.…

Technological and creative developments hold considerable possibilities for foreign language instruction, but an assessment of educational objectives, the media available, and opportunities for integration of new methods into the curriculum is necessary to make the best use of new technology. (MSE)