Note: Links with no date following are from the original study; those with dates afterward (e.g., 8/02) have been subsequently added.

Software evaluation: effectiveness, student/teacher attitudes, and curriculum integration

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Relation of outcomes to differences in teacher control and coercion

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Applying natural language processing technology to CALL (8/02)

Importance of interactivity and intelligence

Relation of technology experiences to success with intelligent tutoring systems

Value of artificial intelligence in language learning

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Interaction Issues

Importance of interactivity and intelligence

Nature of learner-computer interaction

Relative effectiveness of various user interactions; computer vs print activities

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Efficacy of learner feedback types and individual differences

Relation of computer interface/feedback to learning style for SLA

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Cost/benefit analysis of CALL training

Relationship of learner type to CALL environment; value of training

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CALL vs face-to-face interaction; synchronous vs asynchronous CMC

Efficacy of learner feedback types and individual differences

Hypertext reading comprehension/retention; learner working styles and interface design

Identification of learner profiles and relation to specific CALL activities

Impact of CALL on language learning outcomes

Interaction of learner characteristics and CALL in meaning construction

Optimal screen layout for language acquisition; cultural differences

Overall CALL effectiveness; relation of CALL type to personality type

Relation of computer interface/feedback to learning style for SLA

Relation of learner type and success: CALL vs. non-CALL environments

Relationship of learner type to CALL environment; value of training

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Last updated March 22, 2003, by Phil Hubbard