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.

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.

Developing multimedia courseware for successful integration into a wider system necessitates close attention to a multitude of factors. After a brief literature survey and a critical examination of some overly enthusiastic claims concerning the benefits of multimedia, this paper proposes a flexible framework for CALL development that takes the interrelations between approach, content, and technology-based variables into account. It contends that some of these variables are predetermined by the educational context, whereas others reflect the developers’ views of what constitutes an optimal language learning environment. The main part of the paper provides a detailed account of how these development factors shaped the design of multimedia materials for a large-scale project at the Vienna University of Economics and Business Administration. It argues for a balanced approach to learner control that, while allowing learners to interact with the materials according to their needs and preferences, provides enough learner guidance for those who prefer a more structured approach to learning. Special attention is paid to the often problematical areas of learner style suitability, feedback, and transparency of structure and content.

Educators and researchers in the acquisition of L2 phonology have called for empirical assessment of the progress students make after using new methods for learning (Chun, 1998, Morley, 1991). The present study investigated whether unlimited access to a speech-recognition-based language-learning program would improve the general standard of pronunciation of a group of middle-aged immigrant professionals studying English in Sweden. Eleven students were given a copy of the program Talk to Me from Auralog as a supplement to a 200-hour course in Technical English, and were encouraged to practise on their home computers. Their development in spoken English was compared with a control group of fifteen students who did not use the program. The program is evaluated in this paper according to Chapelle’s (2001) six criteria for CALL assessment. Since objective human ratings of pronunciation are costly and can be unreliable, our students were pre- and post-tested with the automatic PhonePass SET-10 test from Ordinate Corp. Results indicate that practice with the program was beneficial to those students who began the course with a strong foreign accent but was of limited value for students who began the course with better pronunciation. The paper begins with an overview of the state of the art of using speech recognition in L2 applications.

Research, design, implementation, and evaluation of CALL materials needs to be based on sound SLA theories and research. A research agenda of CALL issues needs to be identified and investigated by means of suitable methodology. I propose that a Sociocultural approach to language learning provides a useful theoretical framework to investigate the process of collaborative activity in computer-mediated tasks. Following a brief overview of Sociocultural theory in relation to its claims about the usefulness of collaborative activity in the language classroom, I provide an account of issues to be addressed in task design. Finally, I exemplify from a study currently taking place how collaborative activity in computer-mediated tasks can be empirically studied, and I outline some of the methodological considerations underpinning such research work.

Previous research has underscored the role of negotiation in providing appropriate conditions for second language acquisition. Varonis and Gass (1985b), in a study of English as a Second Language (ESL), found greater amount of negotiation in non-native–non-native interaction than in native-non–native interaction. Given the increased interest in computer mediated communication and in its applications to language learning, this investigation explores whether those results are obtained when using an electronic written medium. This study compared the negotiations generated by dyads of non-native speakers (NNS–NNS), native speakers (NS–NS), and non-native and native speakers (NNS–NS), in the oral and written modes. The results revealed that the NNS–NS group negotiated in the oral mode significantly more than in the written mode; this group also negotiated significantly more than the other two groups in the oral mode. Learners' shared social and linguistic background seemed to have facilitated the comprehension of input. Conversely, lack of familiarity with native speaker's pronunciation seemed to have caused more breakdowns in the oral conversations of the mixed dyads. Though the results of this study suggest that negotiation is not the main resource to obtain modified input in a foreign language context, other learning strategies that may be beneficial in the language learning process were at use in learner-learner interaction.

This article will start with the situation at the Open University, where languages are taught at a distance. Online tuition using an audio-graphic Internet-based conferencing system called Lyceum is one of the ways used to develop students’ communicative skills.

Following Garrett’s call for an integration of research and practice at EUROCALL 1997 (Garrett, 1998) – a call which is still valid today – the present article proposes a conceptual framework which can support the use of conferencing systems such as Lyceum in language learning and teaching. In the first part of the article, I examine several pedagogical theories supporting language learning, that is, second language acquisition and sociocultural theories, and multimodality, and apply them to the practice of audio-graphic computer-mediated communication (CMC) as used at the Open University. I also build on previous research, which, however, is still dominated by written CMC. What Erben stated in 1999 is still true: that audio-graphic technology “remains under-researched and under-theorised.” (Erben, 1999:230). Firstly, I therefore examine studies on written CMC and secondly those that have been conducted on audio-graphic CMC in order to identify the benefits and challenges of these media.

Both the pedagogical theory and previous studies of CMC have informed the design and implementation of online tuition at the Open University. Thus the second part of the article reports on a research project on Lyceum, which took place in 2002. The goal of the project was to evaluate the use of audio-graphic conferencing in practice, and this in turn has instigated both improvements in the software used and in student support as well as further changes to the task design. I present some findings and discuss both the challenges of audio-graphic conferencing that were encountered and the benefits that were identified.

There has been much enthusiasm shown in the literature about Native Speaker-Nonnative Speaker (NS-NNS) e-mail interactions, associating them with increased motivation and participation and reduced anxiety (Beauvois & Eledge, 1996; Leh, 1997; Aitsiselmi, 1999). Recent research has now also begun to link these interactions with increases in L2 proficiency (Floréz-Estrada, 1995; Stockwell & Harrington, 2003). As some studies have suggested that L2 learners should reach a certain number of e-mail interactions in order for benefits to accrue (Lamy & Goodfellow, 1999; Stockwell & Harrington, 2003), researchers have started to turn their attention towards what factors play a role in helping to facilitate longer interactions. One factor that appears to be important in sustaining longer conversation sequences is the topics discussed during the interactions (Stockwell & Levy, 2001). While Lamy & Goodfellow (1999) investigated the topic threads during on-line discussions with multiple participants, threads in NS-NNS paired interactions through e-mail remain largely unexplored. Thus, in this study, 48 learners of Japanese involved in e-mail interactions with native speakers were investigated to determine what features of topic threads contributed to sustaining interactions. The end-of-thread messages (i.e., those messages which were the last message in a conversation thread) were examined in terms of whether or not a reply was invited, and those messages for which a reply was invited were further analysed to determine why a reply was not received. The paper concludes with suggestions for how conversation threads may be sustained, and some directions for future research.

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.

In this article, we derive closed-form expressions of the large deviations local rate function in terms of the arrival and service parameters for the zero path in exponential queueing networks corresponding to a coupled-processors system.

We explore visit-order policies in nonsymmetric polling systems with switch-in and switch-out times, where service is in batches of unlimited size. We concentrate on so-called “Hamiltonian tour” policies in which, in order to give a fair treatment to the various users, the server attends every nonempty queue exactly once during each round of visits (cycle). The server dynamically generates a new visit schedule at the start of each round, depending on the current state of the system (number of jobs in each queue) and on the various nonhomogeneous system parameters. We consider three service regimes, globally gated, (locally) gated, and exhaustive, and study three different performance measures: (1) minimizing the expected weighted sum of all sojourn times of jobs within a cycle; (2) minimizing the expected length of the next cycle, and (3) maximizing the expected weighted throughput in a cycle. For each combination of performance measure and service regime, we derive characteristics of the optimal Hamiltonian tour. Some of the resulting optimal policies are shown to be elegant index-type rules. Others are the solutions of deterministic NP-hard problems. Special cases are reduced to assignment problems with specific cost matrices. The index-type rules can further be used to construct fixed-order, cyclic-type polling tables in cases where dynamic control is not applicable.

We studied several group testing models with and without processing times. The objective was to choose an optimal group size for pooled screening of a contaminated population so as to collect a prespecified number of good items from it with minimum testing expenditures. The tested groups that were found to be contaminated were used as a new sampling population in later stages of the procedures. Since testing may be time-consuming, we also considered deadlines to be met for the testing process. We derived algorithms and exact results for the underlying distributions, enabling us to find optimal procedures. Several numerical examples are given.

In this article, we analyze the large deviations bounds for the nonergodic face-homogeneous random walk in the positive quadrant. Under some condition the value of the local rate function for the path identically equal to zero is found, and an explicit expression is derived for it. This makes the computation of its value possible for specific stochastic networks. Some numerical examples are given.

Dispersion-type orders are introduced and studied. The new orders can be used to compare the variability of the underlying random variables, among which are the usual dispersive order and the right spread order. Connections among the new orders and other common stochastic orders are examined and investigated. Some closure properties of the new orders under the operation of order statistics, transformations, and mixtures are derived. Finally, several applications of the new orders are given.

This article focuses on simulating fractional Brownian motion (fBm). Despite the availability of several exact simulation methods, attention has been paid to approximate simulation (i.e., the output is approximately fBm), particularly because of possible time savings. In this article, we study the class of approximate methods that are based on the spectral properties of fBm's stationary incremental process, usually called fractional Gaussian noise (fGn). The main contribution is a proof of asymptotical exactness (in a sense that is made precise) of these spectral methods. Moreover, we establish the connection between the spectral simulation approach and a widely used method, originally proposed by Paxson, that lacked a formal mathematical justification. The insights enable us to evaluate the Paxson method in more detail. It is also shown that spectral simulation is related to the fastest known exact method.