Computer Assisted Language Learning (CALL) addresses the specific needs of second language learners and tutors in computer-based learning and training environments. While traditional CALL applications were mainly focused on narrowly defined and isolated solutions for vocabulary training, text manipulation, dialogue practice and grammar exercises, recent developments in multimedia telematics, involving the integration of multimedia processing and distance communication, have significantly increased the potential of computer technologies for the purposes of language learning and training.

The concept of communicative CALL has tended to suffer from a lack of definition. This article seeks a redefinition of communicative CALL by focussing on the interaction actually produced by learners through the use of software. A framework is proposed for planning communicative CALL which takes the target interaction as its starting point. Classroom research is presented as an example of how the framework could be used in practice, and the interaction produced by one item of software is evaluated.

The paper presents the results of an evaluation study conducted in the context of a project called “Computer assisted Learning of German as a Foreign Language” for children of non-German mother tongue, undertaken in Hesse, Germany. The study aimed at finding out whether the integration of an audio component enhances the effectiveness of learning (remembering) vocabulary with CALL materials. LeseWelt, a computerised vocabulary development game for children, was used for the experiment. It is available in two different manners of presentation: visual only and visual plus acoustic. The paper briefly presents the two versions of the program, then describes the design of the experiment and reports the results.

This article is not intended to be either an exposition of a theory of software design or an author's review of his own software. It presents a set of reflections on pedagogical, linguistic and design considerations that emerged in the process of producing a real, innovative and classroomfriendly piece of CALL software within the limitations imposed by a HyperCard environment and by the desire to create something that could be readily transported on floppy disk and would run on virutally anyone's Macintosh.

This paper demonstrates how, via email exchange, a learner's German improved over a period of almost six months. The circumstances leading to the experience reported in this paper were purely accidental. The activity described below worked well with a learner of German at intermediate level; however, it could be carried out with any language at any level. Because email is essentially text-based, albeit conversational, the paper focuses on written German.