Contained within this issue is a selection of papers presented at the 2003 annual EUROCALL Conference, hosted during September in Limerick, Ireland. This was the second time that Ireland had the privilege of welcoming EUROCALLers, the first being the conference at Dublin City University in 1997 organised by Françoise Blin. The theme of EUROCALL 2003, “New literacies in language learning and teaching”, aimed to focus attention on the changing concepts and practices concerning literacy brought about by technological developments, particularly in relation to language learning and teaching. Sub-themes focused on the changes in practices involving literacy brought about by the World Wide Web; the need to re-interpret current teaching paradigms; the relationship between the more “traditional” language skills and the “new literacies”; interactivity, learner interaction, and feedback; and spoken and written corpora in language teaching and learning. This last theme re-introduced to EUROCALL an important research area which had been well represented in the early days of the association, and has led directly to the creation of a new SIG within the association in March 2004.

This special issue of ReCALL is composed of 17 articles selected from presentations made at the WorldCALL 2003 conference, held May 7–10 2003 in Banff, Canada. Against all odds, during the heat of the war on terrorism, in the middle of the SARS crisis, approximately 250 people gathered in a breathtakingly beautiful town in the Rocky Mountains to discuss the latest advances in the field of Computer Assisted Language Learning (CALL). Registrants came to Banff for four spring days from fifty countries to take part in 158 lectures and poster sessions. The conference was steered by an international committee composed of members from twelve countries and organized by researchers from the Faculté Saint-Jean (Edmonton, Alberta), the University of Alberta (Edmonton, Alberta), and the University of Calgary (Calgary, Alberta). The programme committee was established at the University of Victoria (Victoria, British Columbia). The specificity of WorldCALL conferences is that they are truly international, taking place in various parts of the world and attracting specialists from all parts of the planet. One of the unique contributions of this conference is that participants from underserved regions of the world are particularly encouraged to share their experience in CALL. In this respect, the conference was very successful. This was made possible by awarding eleven scholarships to participants from selected countries. WorldCALL 2003 was particular in one respect: being held in Canada and organized by French and English speakers, the organizers decided to provide a bilingual environment where presentations could be made in either of Canada's official languages. This is reflected in the selected papers by the fact that some of the articles are in French.

Before implementing and/or adapting Computer Asisted Language Learning (CALL) materials, Vietnamese teachers of French ought to examine the design (Warschauer & Healy) of whatever resources they are going to use in the classroom. But there are certainly ways to test CALL documents with students, ahead of research results. We will suggest an avenue to introduce a CALL model drawn from programs used in a western environment (Canada, France) which could be appropriately tailored to a regional Vietnamese university, taking into account such constraints as program and facilities. We will present the outcomes of a limited experimentation with students taking French for special purposes.

This paper reports on research carried out on an intercultural telecollaborative exchange between language learners in Germany and Ireland and focuses particularly on what was required of the teachers in the development of the project. The review of the literature looks at the role of telecollaboration within the field of network-based language learning and also offers an overview of the different types of interaction which have been identified on on-line message boards. Following that, the different tasks of the teachers in the German-Irish exchange are explored. These include developing learners’ understanding of intercultural learning, improving learners’ ability to make effective contributions to the on-line interaction, increasing their awareness of the difference between on-line monologues and dialogues and finally, establishing a good working relationship with the partner teacher. Based on these findings, recommendations are outlined on how to prepare teachers for telecollaborative projects.

This paper presents an online course for assessing and developing lexical competence which grew out of one simple question: How many words do our students have? We start by highlighting the importance of vocabulary teaching in the second language learning process and the beneficial effects of multimedia on developing lexis. The first response to the aforementioned query took the shape of a research study which evaluated the lexical competence of students in their final year of an English Philology degree course. As a result, the lecturers involved in the project undertook a further study entitled ADELEX – ‘Assessing and Developing Lexical Competence through the Internet’ – aiming to develop a web-based course that would improve the vocabulary levels of our students (http://www.ugr.es/~inped/index.htm). The instructional design of the online vocabulary project, ADELEX, developed through Web Course Tools (WebCT), is detailed in the second part of the paper. First we set out its pedagogical objectives and describe the main characteristics of this modular course. We then address the issue of syllabus design describing its lexicographical, lexicological, semantic and discoursal contents, and offer a brief profile of its nine modules. Needless to say, we establish some methodological guidelines for the implementation of a virtual course which may help students control their own learning and provide constant feedback and interaction. In fact, learner autonomy is one of its main objectives. In addition, its teaching procedures are examined, emphasizing the tools of WebCT: online assignments, forums, online vs. on campus sessions, students’ projects, grading, test design, etc. An unavoidable research question is also addressed: how to assess lexical competence both at the diagnostic level, to obtain initial feedback, and at the achievement level, i.e. when a word can be said to be acquired in a web-based environment. The answer to this question has been to develop a complex system of computer-based tests (CBTs). Finally, we draw some pedagogic conclusions.

This paper focuses on the divide at the classroom level in computer-assisted language learning (CALL) that is centered on how those who have technology use it in the pursuit of effective language teaching and learning. This divide is the result in part of the current emphasis on emerging technologies in the CALL literature and in CALL language teacher development that seems to indicate that good CALL activities and lessons can only be carried out with the use of advanced and cutting-edge technologies. The aim of this paper is twofold: (a) to argue that optimal language learning activities can be supported by the use of ‘limited’ technologies, and (b) to present a framework for developing language learning tasks in limited technology contexts. We do not suggest ways to bridge the digital divide that exists between technology haves and have-nots. Instead, we focus on ways to provide effective language learning experiences in CALL classrooms regardless of the technologies available. In doing so, we propose ways to work around the divide created by the overemphasis on new technologies. We suggest that rather than lamenting the fact that our tools are not the latest and greatest, we must pay attention to using the tools at hand to students’ best advantage while we look for ways to obtain additional resources. We must also consider and collaborate with educators who have accepted the position that the use of limited technology cannot be effective in supporting student learning or who do not know how to use their technology to present students with effective opportunities. By addressing these issues in the literature and other forums, the digital divide in CALL classrooms between good technology use and poor technology use can be bridged to the benefit of all.

In response to the need for research on the contextualized use of CALL resources, the authors conducted a survey on instructor use of a popular online Spanish language learning resource to provide insight into how foreign language instructors’ use of online resources are influenced by socio-institutional factors and instructor motivational factors such as personal background and teaching philosophy. From the 118 survey participants, the authors used quantitative techniques to choose three case studies that represented the diversity of respondents who use the resource in their teaching. They present overall trends and qualitative profiles of the three instructors with the intent to gain an overall understanding of the nature of how the resource is used, not only to provide direction for future quantitative research, but also to illustrate the utility of qualitative research in providing such understanding. Upon analysis of the case studies, the authors conclude that the actual use of a CALL resource may be far from the ideal use the designer intended, and that the use of CALL resources is highly contingent on the sociocultural context of the implementation of the resource. Instructor comments seem to point not towards the physical CALL infrastructure of an instructor’s workplace as a determining factor of resource use, but towards the CALL culture and collegiality of the environment. Most revealing of the nature of an instructor’s use of a resource seems to be the congruence of site features with the instructor’s teaching philosophy, itself the product of a variety of factors.

There are now many CALL authoring packages that can create interactive websites and a large number of language teachers are writing materials for the whole range of such packages. Currently, each product stores its data in different formats thus hindering interoperability, pooling of digital resources and moving between software packages based in different technology. The use of Extensible Mark-up Language (XML) for data storage goes a long way to solve this problem and allows for the easy conversion of exercises. Starting from a desire to develop a common format between Hot Potatoes, WELTS (part of the WELL project) and the Interactive Language Learning package from London Metropolitan University, a new version of the Interactive Language Learning software, now renamed Guildhall Interactive Software for Multimedia On-line (GISMO), has made such conversion possible. Given the immense resources required to develop the critical mass of material required to make online CALL relevant to an individual’s teaching practice, such a common approach is required to facilitate the pooling of resources. Should a bureaucratic or financial decision in an institution result in a change of software, teachers need to be able to easily convert their legacy material. XML technology can facilitate interoperability, thereby increasing potential accessibility by allowing teachers and students to have the use of a greater amount of pedagogical material. It is further proposed, using these developments, to create a large pool of exercises for practice and assessment that is independent of the delivery approach employed. This will obviate the need for teachers to keep reproducing basic language learning material and allow for the expansion of online CALL into more imaginative areas. This possibility introduces the question of standards within XML and whether it is necessary to further specify how the material is stored, perhaps using a standard such as the ‘IMS Question & Test Interoperability Specification’ or whether XML is a sufficient standard in itself.

We report on how technological developments have enabled us to change our concepts and practices regarding voice and text coaching and how this in turn has raised the level of literary competence among non-native doctoral students seeking publication in English in scientific journals. We describe models for marking, peer reviewing and coaching spoken delivery and written text. Our models spring from our dedicated physical CALL environment and take into account learner expectations and further develop tangible learner strategies. As our models are applied in an open learning platform they are accessible, interactive and facilitate both differentiated progressive feedback and student profiling. The four skills are revisited through very traditional means in a methodological paradigm requiring some ‘new literacy’. Between 1997 and 2000 we were devoted to developing and testing our dedicated physical CALL classroom model; in the period 2000–2003 we have focused on both sustaining this and improving our procedures. Refining the coaching and interactive feedback procedures for both text and voice development within the virtual classroom model (established at the Institute for Living Languages at KULeuven in 1997) informs the focus of our research. During the latter period, the resulting models have been rigorously tested by about three hundred KULeuven students, half of whom are post graduates and half of whom are undergraduates. The specific need for refined coaching and feedback for doctoral students is first defined, then the concept, procedure and results of three models are outlined and illustrated. The models include a text marking and coaching model, a speech marking and coaching model and a model to contextualise and manage the interactive cycle of learner, peer and coach writing and speaking processes. Key to our findings is the fact that our models help us to help learners differentiate between passive and active retrieval, plus transfer issues versus knowledge gap issues. The discussion centres on further model development integration.

Rapid changes in language form and function occurring in digital environments present teachers and students of second languages alike with conundrums as to language and discourse standards. Factors affecting the changes that are emerging in digital English include the spatial and temporal possibilities and constraints of the medium, digital facilitation of case-creativity and iconic incorporation, and new social network configurations. This paper analyzes evolving changes in orthographic, syntactic, discourse and sociocultural conventions occurring in English and Chinese in digital environments, based on a small scale study conducted at York University in 2002–2003, noting trends across these languages as well as more limited, culturally and linguistically specific evolutions. The converging conventional changes occurring in these two major world languages suggest that similar transitions are happening generally in languages used for online communication, which has serious implications for second language instruction.

Cell phones are now widespread in many countries including Japan where we teach, and are particularly popular among university students. Although they can be a distraction in the classroom, functions such as Internet access and e-mail capability have transformed them into sophisticated communication tools. But are they also potentially useful in language learning? While task-based approaches (Nunan, 1989) adapted to desktop e-mail are now a growing area of research in CALL (Greenfield, 2003; Gonzalez-Lloret, 2003), cell phones have yet to receive much attention. This paper reports on a classroom research project aimed at evaluating the use of mobile phones as tools for classroom learning. Freshman university students in intact EFL classes (2 elementary classes, 2 lower intermediate) were first surveyed regarding their cell phone use and pre-tested to assess their knowledge of certain target learning structures. Following this they were subdivided into three groups: (a) using cell phone text messages, (b) using computer e-mail, and (c) speaking. The learners were paired, trained with warm-up tasks, and given two further sets of tasks to complete (one in class and the other at home). The target vocabulary appeared in the initial narrative task. All messages sent while doing the tasks were saved for analysis. The speaking task pairs were recorded and samples were transcribed for comparison. Finally learners took a post-test the following week to assess short-term learning gains. This project drew attention to a number of potential advantages of mobile phones as well as highlighting some limitations, but overall suggested that mobile phones represent a language learning resource worthy of further investigation.

This paper discusses the role of customized learning environ1ments in the teaching of English to undergraduate science and technology students and focuses on a more subject-specific and skills-oriented approach in English for Specific Purposes (ESP). It may be argued that multimedia technology and the Web have a vital role to play in integrating often complex subject matter and language learning. As most university level students nowadays are mostly conversant with multimedia and Computer Assisted Language Learning (CALL) packages and feel at home before a web-based interface, creating teaching materials to cater to their needs requires a whole new set of skills, not least a knowledge of Web-design and Web-authoring programmes. Educators now need to create environments in which students can learn; they engineer new situations. Let us call it “WELL by design”. The focus is on motivating learning, a move towards constructing knowledge and involving the students in meaningful interactions. This paper focuses on how web-based materials are incorporated in day-to-day classroom teaching, how students are encouraged to interact with these materials, and how interaction is promoted and encouraged through the creation of pair and group activities based on the materials. Particular attention will be given to the potential of Web Enhanced Language Learning (WELL) in encouraging collaborative and constructive learning processes. The relationship between tutor and learner in a technology-enhanced environment will also be considered and discussed. A demonstration of specially devised link-mediated learning units within a web-enhanced course in ESP designed specifically for environmental science students will be made, together with an overview of resources, tools and observations within the context of the technology classroom. Particular emphasis will be placed on CALL and WELL as an essential support within a fully integrated language course for science students, as well as on the community-creating and connecting spirit of the Web in a virtual language learning environment.

This paper considers the additional uses of CALL in the Endangered Language (EL) context. It briefly reviews ELs and reports on CALL for ELs in general. It then reviews the extra uses of CALL for ELs; these include changing negative attitudes towards the language, arousing interest in the language and contributing to language maintenance and documentation. In order to demonstrate the benefits of CALL for an EL, three examples are presented. Each of the ELs discussed in this paper could be considered to be on a different scale on the Fishman (1991) Scale for an EL. The first CALL application discussed is a program for Irish for primary school children. Irish is a Celtic language and is only regularly used by about 10,000 speakers in Ireland. The main aim of the program was to try to increase the children’s motivation to study Irish, which is a compulsory subject in schools in Ireland. The second application is a literacy program for Tojolab’al, a Mayan language spoken in Chiapas, Mexico. Tojolab’al could be considered to be a relatively stable language (30,000–40,000 speakers out of an ethnic population of about 80,000 people), but it has very few literate speakers. The idea of this project was to develop CALL courseware to teach literacy, beginning with the letters and then progressing to words and phrases. The third example is CALL courseware for Nawat, an Uto-Aztecan language of El Salvador. The remaining 150 speakers of Nawat are mainly elderly and illiterate and this courseware aimed to document and develop courseware for the language, while the remaining speakers were still alive. The paper concludes with lessons learnt for ELs in general from these three specific examples. It surmises that despite the difficulties involved in the CALL for EL context, if a pragmatic approach is adopted, CALL materials can have positive social benefits, which probably outweigh its contribution to language learning in the short-term. The effort involved in CALL for ELs is definitely worthwhile.

Faced with reduced numbers choosing to study foreign languages (as in England and Wales), strategies to create and maintain student interest need to be explored. One such strategy is to create ‘taster’ courses in languages, for potential university applicants. The findings presented arise from exploratory research, undertaken to inform the design of a selection of web-based taster courses for less widely taught languages. 687 school students, aged 14-18, were asked to identify a web site that they liked and to state their main reason for liking it. They were invited to include recreational sites and told that their answers could help with web design for the taster courses. To explore the reasons, two focus groups were conducted and student feedback on the developing taster course site was collected. Students nominated search engines and academic sites, sites dedicated to hobbies, enthusiasms, youth culture and shopping. They liked them for their visual attributes, usability, interactivity, support for schoolwork and for their cultural and heritage associations, as well as their content and functionality. They emerged as sensitive readers of web content, visually aware and with clear views on how text should be presented. These findings informed design of the taster course site. They are broadly in line with existing design guidelines but add to our knowledge about school students’ use of the web and about designing web-based learning materials. They may also be relevant to web design at other levels, for example for undergraduates.

Designed for a literate, hearing clientele, traditional CALL tools do not necessarily meet the needs of deaf people, and are not adapted to their learning styles, especially in the area of literacy. Current developments lead us to believe that, in order for deaf people to subscribe to literacy campaigns and to ensure that such measures are efficient, two conditions must be met: Quebec Sign Language must be the language of instruction (Dubuisson et al., 1997) and the participation of deaf people must be felt at every stage of the development of course material. Research has shown that in architecture, for example, the participation of the target clientele in the design process of the product can lead to the emergence of significant solutions (Vezeau et al., 1999). In light of the quantity of Web systems and products that are hardly used or difficult to use, Rubin (1994) reminds us of the need to consider the user, and not only the machine or the system, in the development process. The main goal of our research is to establish design parameters (developmental process, type of software, and content) for CALL software aimed at deaf adults. Only the data relating to the developmental process will be presented here. We will analyze and discuss the responses obtained through interviews with deaf members of the development team, audiotapes (on which an interpreter recorded the words of the team members), and videotapes of meetings. The interpretation of this data will give way to a qualitative assessment of the efficiency of the approach in the development of material adapted to the needs of the target population.

The acquisition of new vowel sounds is one of the most challenging tasks for the adult learner of a second language. It is also an aspect which requires a great deal of time and individual attention. Learners of English are particularly hampered by the irregular orthographic representation of vowel sounds. This paper reports on research in progress into the development of an application to provide learners with real time feedback on their vowel production. This process includes the calculation and plotting of formants on a graph using the PRAAT programme. The patterns which result are highly reminiscent of the traditional vowel chart, which in turn reflects articulation, i.e. articulatory changes are reflected on the graph. This application can provide feedback on both pure vowels and diphthongs. Some of the difficulties and obstacles which as yet prevent it from being a tool which can be used by the learner autonomously will also be outlined and discussed. Foremost amongst which are: the question of speaker normalisation (how to compensate for the difference in values between male, female and pre-pubertal speakers) which may be resolved by way of statistical elaboration of the formant data; and the methods used to isolate the vowel sound from the rest of the signal.

While the concepts and principles associated with learner autonomy underpin a broad range of CALL applications and research projects, current debates and research paradigms in CALL do not provide adequate tools and models to investigate in depth the relationship between CALL and the development of learner autonomy. This paper explores the potential of cultural-historical activity theory to study this relationship. Starting from the complex and multidimensional nature of learner autonomy, it highlights some of the weaknesses in the CALL literature addressing some aspects of this relationship. Following a presentation of the main tenets of cultural-historical activity theory (CHAT), including the notion of contradiction which is at the core of CHAT, it then seeks to demonstrate how activity theory can assist us in rethinking our understanding of learner autonomy in the context of technology-rich language learning environments and in formulating suitable criteria and questions, which can guide judgemental and empirical analyses. The paper concludes by illustrating some of the principles explored through examples drawn from an activity-theoretical judgemental analysis of a French module delivered to first year students in Dublin City University.

This presentation is a discursive treatment of the migration of a classroom based translation class to online delivery using the Virtual Learning Environment WebCT. The main focus is not on the VLE itself, but on the pedagogical challenges posed by the move to online delivery and the course structure developed to retain as many of the advantages of face-to-face delivery as possible. Key to this is the use of an innovative colour-coding system of error analysis combined with constructivist comments designed to promote reflection on the translation process. The application of colour-coded feedback to categories relevant to translation training is flexible and can be adapted to other disciplines where essay-type answers are appropriate and differentiated comment by the tutor is expected. Since translation is a process-heavy activity rather than content rich, special attention has been paid to pedagogical considerations. Emphasis is also placed on using the VLE to build up a durable learning resource. The advantages and weaknesses of both forms of delivery are compared.

CALL evaluation might ideally draw on principles from fields such as second language acquisition, language pedagogy, instructional design, and testing and measurement in order to make judgments about criteria such as elaborated input, feedback, collaborative learning, authentic tasks, navigation, screen design, reliability, validity, impact, and practicality. In this study, a subset of criteria were used to evaluate the design of English as a second or foreign language (ESL/EFL) online courses and assessments, Longman English Online. This article illustrates how a set of principles suggested evaluation criteria which, in turn, suggested particular variables for the instructional design; these variables, again in turn, suggested potential operationalizations which could be implemented as task features in CALL materials. Results of the judgmental evaluation indicated that most of the criteria were met, although some better than others.

This article draws on second language theory, particularly output theory as defined by Swain (1995), in order to conceptualise observations made in a computer-assisted language learning setting. It investigates second language output and learner behaviour within an electronic role-play setting, based on a subject-specific problem solving task and the Internet as source of primary information. Students were given a task which includes the collaborative development of a marketing strategy for a chosen product. Data collected consists of the following corpora: emails exchanged between groups, the recorded discussions between each group’s members while engaged in the problem solving activity, oral presentation of the groups’ results as well as the individually written summaries. One area of particular interest is the analysis of the oral L2 output while solving a computer-assisted language learning task. How can the oral interaction be characterised? What kind of conclusions regarding the use of CALL can be drawn from the comparison of the oral interaction and the written output? Another area of interest is the analysis of the written L2 output. Is there evidence of second language acquisition and/or acquisition of content? Can such a CALL setting promote second language acquisition (SLA) and/or acquisition of content? Finally, the study aims to identify whether student-initiated focus on language form can be found. The article answers the questions posed above. Furthermore, the results of this study show that a very high percentage of all communication took place in L2 and occurrences of acquisition of content and language can be demonstrated.