A look at the research on computerbased technology use in second language learning: A review of the literature from 1990-2000

Journal of Research on Technology in Education

Volumn 34, Issue 3, 2002, Pages 250-273

  Liu, Min ^a   Moore, Zena ^a   Graham, Leah ^a   Lee, Shinwoong ^a  

^a UNIVERSITY OF TEXAS AT AUSTIN   (United States)

Author keywords

Computers in language learning; Foreign language learning; Second la:zguc.ge learning; Technology enhanced language learning

Indexed keywords

EID: 85007884499     PISSN: 15391523     EISSN: 19450818     Source Type: Journal    
DOI: 10.1080/15391523.2002.10782348     Document Type: Article

References (156)

1. References reviewed and cited in the text. A folllist of the references reviewed and other sources relevant to the topic appears in Appendix B online at www. iste. orgljrtel
2. American Council on the Teaching of Foreign Languages. (1997). National standards in foreign language education. Yonkers, NY: Author.
3. * Adair-Hauck, B., Willingham-Mclain, L., & Youngs, B. E. (1999). Evaluating the integration of technology and second language learning. CALICO journal, 17(2), 269-306.
4. * Alderson, J. C. (2000). Technology in testing: The present and the future. System, 28(4), 593-603
5. *Allen, J., & Periyasamy, K. (1997). Software engineering principles applied to computer assisted language learning. CALICO journal, 14(2-4), 34-49.
6. *Armstrong, K. M., & Yetter-Vassot, C. (1994). Transforming teaching through technology. Foreign Language Annals, 27(4), 475-486.
7. Authorware [Computer software]. (1987-2001). San Francisco: Macro media, Inc.
8. * Bailey, J. (1996). Teaching about technology in the foreign language class. Foreign Language Annals, 29(1), 82-90.
9. * Beauvois, M. H. (1992). Computer-assisted classroom discussion in the foreign language classroom: Conversation in slow motion. Foreign Language Annals, 25(5), 445-464.
10. * Beauvois, M. H. (1994). E-talk: Attitudes and motivation in computerassisted classroom discussion. Computers and the Humanities, 28, 177-190.
11. * Beauvois, M. H., & Eledge, J. (1996). Personality types and megabytes: Student attitudes toward computer mediated communication (CMC) in the language classroom. CALICO journal, 13(2&3), 27-46.
12. *Bicknell, J. (1999). Promoting writing and computer literacy skills through student-authored Web pages. TESOL journal, 8(1), 20-26.
13. *Blake, R. (2000). Computer mediated communication: A window on L2 Spanish interlanguage. Language Learning and Technology, 4(1), 120-136.Available: http://llt.msu.edu/vol4num 1 /blake/default.html.
14. * Blyth, C. (1999). Implementing technology in the foreign language curriculum: Redefining the boundaries between language and culture. journal of Educational Computing Research, 20(1), 39-58
15. * Borras, I. (1993). Developing and assessing "Practicing Spoken French": A multimedia program for improving speaking skills. Educational Technology Research and Development:, 41(4), 91-103
16. * Bowman, I., Boyle, B., Greenstone, K., Herndon, L., & Valente, A. (2000). Connecting teachers across continents through on-line reflection and sharing. TESOL journal, 9(3), 15-18.
17. * Bradley, T., & Lomicka, L. (2000). A case study of learner interaction in technology-enhanced l:mguage learning environment. journal of Educational Computing Research, 22(3), 347-368.
18. * Brett, P. (1997). A.:omparative study of the effects of the use of multimedia on listening comprehension. System, 25(1), 39-53.
19. * Brown, J.D. (1997). Computers in language testing: Present research and some future directions. Language Learning and Technology, 1(1), 44-59.Available: http:/lllt.msu.edu/vol1 num 1 /brown/default.html
20. * Bump, J. (1990). Radical changes in class discussion using networked computers. Computers and the Humanities, 24, 49-65.
21. *Cahill, D., & Catanzaro, D. (1997). Teaching first-year Spanish on-line. CALICO journal14(2-4), 97-114.
22. * Carel, S. (1999). Developing awareness of French pragmatics: A case study of students' interactive use of a foreign language multimedia program. journal of Educational Computing Research, 20(1), 11-24.
23. *Chang, K.-Y. R., & Smith, W F. (1991). Cooperative learning and CALL/IVD in beginning Spanish: An experiment. Modern Language journal 75(2), 205-211.
24. * Chapelle, C. (1990). The discourse of computer-assisted language learning: Toward a context for descriptive research. TESOL Quarterly, 24(2), 199-225.
25. * Chapelle, C. (1994). CALL activities: Are they all the same? System, 22(1), 33-45.
26. Chapelle, C. (1997). CALL in the year 2000: Still in search of research paradigms? Language Learning and Technology, 1(1), 19-43. Available: http://llt.msu.edu/vol1num1tchapelle/default.html.
27. * Chapelle, C. (1998). Multimedia call: Lessons to be learned from research on instructed SLA. Language Learning and Technology, 2(1), 22-34.
28. Available: http:/llt.msu.edu/vol2num 1 I article 1 /index.html.
29. * Chavez, C. L. (1997). Students take flight with Daedalus: Learning Spanish in a networked classrocm. Foreign Language Annals, 30(1), 27-37.
30. *Chavez, R. (1990). The development of story writing within an IBM writing to read program lab among language minority students: Preliminary findings. Computers in the Schools, 7(1-2), 121-144.
31. * Chun, D. (1994). Using computer networking to facilitate the acquisition of interactive competer_ce. Sptem, 22(1), 17-31.
32. Chun, D, & Brandl, K. K. (1992). Beyond form-based drill and practice: Meaning-enhancing CALL on the Macintosh. Foreign Language Annals, 25(3), 255-265.
33. * Chun, D., & Plass, J. (1996). Effects of multimedia annotations on vocabulary acquisition. Modern Language journal, 80(2), 183-198.
34. * Chun, D., & Plass, J. (1997). Research on text comprehension in multimedia environments. Language Learning and Technology, 1(1), 60-81. Available:http://llt.msu.edu/vol1 num 1/chun_plass/default.html.
35. * Collentine, J. (1998). Cognitive principles and CALL grammar instruction: A mind-centered, input approach. CALICO journal, 15(1-3), 1-18.
36. * Collentine, J. (2000). Insights into the construction of grammatical knowledge provided by user-behavior tracking technologies. Language Learning and Technology, 3(2), 44-57. Available: http://llt.msu.edu/vol3num2/collentine/index.html.
37. * Coniam, D. (1998). The use of speech recognition software as an English language oral assessment instrument: An exploratory study. CALICO journal, 15:4), 7-23.
38. * Cononelos, T., & Oliva, M. (1993). Using computer networks to enhance foreign language/culture education. Foreign Language Annals, 26(4), 527-534.
39. * Corcu, A.M., Decker, B., Rosseel, P., & Vanderheiden, M. (1990). Investigating the teaching of writing techniques in a foreign language: A pedagogical issue. Sytem, 18(3), 361-372.
40. Cunningham, D. (1998). 25 years of technology in language teaching: A personal experience. Babel: journal of the Australian Federation of Modern Language Teacher/Associations, 33(1), 4-7, 35.
41. Daedalus Integrated Writing Environment [Computer software]. (1988-2002). Austin, TX: The Daedalus Group, Inc.
42. * Daud, N. M. (1992). Issues in CALL implementation and its implications on teacher training. CALICO journal, 10(1), 69-78.
43. *Davis, J. N., & Lyman-Hager, M.A. (1997). Computers and L2 reading: Student performance, student attitude. Foreign Language Annals, 30(1), 58-72.
44. * Derwing, T., Munro, M., & Carbonaro, M. (2000). Does popular speech recognition software work with ESL Speech? TESOL Quarter(y, 34(3), 592-602.
45. *Donaldson, R., & Kotter, M. (1999). Language learning in cyberspace: Teleporting the classroom into the target culture. CALICO journal, 16(4), 530-557.
46. *Donaldson, R. P., & Morgan, L. Z. (1994). Making the most of scarce resources: A small college language department's experiences with HyperCard. CALICO journal, 11(4), 41-60.
47. * Dunkel, P. (1990). Implications of the CAl effectiveness research for limited English proficient learners. Computers in the Schools, 7(1-2), 31-52.
48. * Dunkel, P (1991). Computerized testing of nonparticipatory L2listening comprehension proficiency: An ESL prototype development effort. Modern Language journal, 75(1), 64-73.
49. * Dunkel, P. (1999). Considerations in developing or using second/foreign language proficiency computer-adaptive tests. Language Learning and Technologp 2(2), 77-93. Available: http://llt.msu.edu/vol2num2/article4/index.html.
50. * Ehsani, F., & Knodt, E. (1998). Speech technology in computer-aided language learning: Strengths and limitations of a new CALL paradigm. LanguageLearning and Technology, 2(1), 45-60. Available: http://llt.msu.edu/vol2num1/artide3/index.html.
51. Ellis, R. (1994). The study ofsecond language acquisition. Oxford, United Kingdom: Oxford University Press.
52. *Evans, M. (1993). Nicolas: Using HyperCard with intermediate-level French learners. System, 21(2), 213-229.
53. Frommer, J. (1989). MacLang [Computer software]. Cambridge, MA: Author.
54. *Garrett, N. (1991). Technology in the service oflanguage learning: Trends and issues. Modern Language journal, 75(1), 74-101.
55. Gass, S.M. (1997).Input, interaction, and the second language learner. Mahwah, NJ: Lawrence Erlbaum Associates.
56. *Godwin-Jones, R. (1999). Web course design and creation for language learning. CALICO journal, 17(1), 43-58.
57. *Gonzalez-Buena, M. (1998). The effects of electronic mail on Spanish L2 discourse. Language Learning and Technology, 1(2), 55-70. Available: http://llt.msu.edu/vol1num2/artide3/default.html.
58. *Gonzalez-Buena, M., & Perez, L. C. (2000). Electronic mail in foreign language writing: A study of grammatical and lexical accuracy, and quantity oflanguage. Foreign Language Annals, 33(2), 189-198.
59. Gonzalez-Edfelt, N. (1990). Oral interaction and collaboration at the computer: Learning English as a second language with the help of your peers. Computers in the Schools, 7(1-2), 53-90.
60. *Grace, C. (1998a). Personality type, tolerance of ambiguity, and vocabulary retention in CALL. CALICO journal, 15(1-3), 19-45.
61. *Grace, C. A. (1998b). Retention of word meanings inferred from context and sentence-level translations: Implications for the design of beginning-level CALL software. Modern Language journal, 82(4), 533-544.
62. Grace, C. A. (2000). Gender differences: Vocabulary retention and access to translations for beginning language learners in CALL. Modern Language journal, 84(2), 214-224.
63. * Greenia, G. D. (1992). Computers and teaching composition in a foreign language. Foreign Language Annals, 25(1), 33-46.
64. * Hegelheimer, V, & Chapelle, C. (2000). Methodological issues in research on learner-computer interactions in CALL. Language Learning and Technology, 4(1), 41-59. Available: http://llt.msu.edu/vol4num 1 /hegchap/default.html.
65. * Hellebrandt, J. (1999). Virtual collaborations in the Spanish class: Fromemail to Web design and CD-ROM development. journal of Educational Computing Research, 20(1), 59-70.
66. * Hemard, D.P. (1997). Design principles and guidelines for authoring hypermedia language learning applications. System, 25(1), 9-27.
67. *Hoffman, S. (1995-1996). Computers and instructional design in foreign language/ESL instruction. TESOL journal, 5(2), 24-29.
68. Hong, W (1997). Multimedia computer-assisted reading in business Chinese. Foreign Language Annals, 30(3), 335-344.
69. *Hoven, D. (1999). A model for listening and viewing comprehension in multimedia environments. Language Learning and Technology, 3(1), 88-103.Available: http://llt.msu.edu/vol3num 1 /hoven/index.html
70. * Hulstijn, J. (2000). The use of computer technology in experimental studies of second language acquisition: A survey of some techniques and some ongoing studies. Language Learning and Technology, 3(2), 32-43.Available: http:/I 1lt.msu.edu/vol3num2/hulstijn/index.html
71. * Hult, S., Kalaja, M., Lassila, O., & Lehtisalo, T. (1990:1. HYPERREADERAn interactive course in reading comprehension. System, 18(2), 189-198.
72. *Hyland, K. (1993). ESL computer writers: What can we do to help? System, 21(1), 21-29.
73. HyperCard [Computer software]. (1987-1998). Cupertino, CA: Apple. Iandoli, L. J. (1990). CALL and the profession: The current state. French Review, 64(2), 261-272.
74. *Ikeda, N. (1999). Language learning strategies with sound-hints in computer-based drill. journal of Computer Assisted Learning, 15(4), 312-322.
75. * Jakobsdottir, S., & Hooper, S. (1995). Computer-assisted foreign language learning: Effects of text, context, and gender on listening comprehension and motivation. Educational Technology Research and Development, 43(4), 43-59.
76. *James, R. (1996). CALL and the speaking skill. System, 24(1), 15-21.
77. *Johnston, J., & Milne, L. (1995). Scaffolding second language communicative discourse with teacher-controlled multimedia. Foreign Language Annals, 28(3), 315-336.
78. *Jones, F. (1991). Mickey Mouse and the state of the art: Program sophistication and classroom methodology in communicative CALL. Sysrem, 19(1-2), 1-13.
79. * Kang, S.-H., & Dennis, J. R. (1995). The effects of computer-enhanced vocabulary on achievement of ESL grade school children. Computers in the Schools, 11(3), 25-35.
80. *Kasper, L. (2000). New technologies, new literacies: Focus discipline research and ESL learning communities. Language Learning and Technology, 4(2), 10 5-128. Available: http://llt.msu.edu/vol4num2/kasper/default.html.
81. * Kelm, O. R. (1992). The use of synchronous computer networks in second language instruction: A preliminary report. Foreign Language Annals, 25(5), 441-453.
82. *Kern, R. (1995). Restructuring classroom interaction with networked computers: Effects on quantity and characteristics of language production. Modern Language journal 79(4), 457-476.
83. Kern, R., & Warschauer, M. (2000). Introduction: Theory and practice of networked-based language teaching. In M. Warschauer & R. Kern (Eds.), Vetwork-based language teaching (pp. 1-19). Cambridge, United Kingdom: Cambridge University Press.
84. * Kost, C. R. (1999). Enhancing communicative language skills through effective use of the World Wide Web in the foreign language classroom. Foreign Language Annals, 32(3), 309-320.
85. * Kramsch, C., & Andersen, R. (1999). Teaching text and context through multimedia. Language Learning and Technology, 2(2), 31-42. Available: http:/I llt.msu.edu/vol2num2/article 1 /index.html.
86. * Kroonenberg, N. (1994-1995). Developing communicative and thinking skills via electronic mail. TESOL]ournal, 4(2), 24-27.
87. Kubota, R. (1999). Word processing and WWW projects in a college Japanese language class. Foreign Language Annals, 32(2), 205-218.
88. *Lam, W S. E. (2000). L2literacy and the design of the self: A case study of a teenager writing on the Internet. TESOL Quarterly, 34(3), 457-482.
89. *Larson, J. W (2000). Testing oral language skills via the computer. CALICO journal, 18(1), 53-66
90. *Lee, L. (1997). Using Internet tools as an enhancement ofC2 teaching and learning. Foreign Language Anna:S, 30(3), 410-427.
91. * Lee, L. (1998). Going beyond classroom learning: Acquiring cultural knowledge via on-line newspape-s and intercultural exchanges via on-line chat rooms. CALICO journal, 16(2), 101-120.
92. * Legenhausen, L., & Wolff, C. (1990). CALL in use-Use of CALL: Evaluating CALL software. System, 18J), 1-14.
93. *Levin, L. S., Evans, D. A., & Gates, D. M. (1991). The Alice system: A workbench for learning and using language. CALICO Journal, 8(2), 27-56.
94. *Levy, M. (1990). Concordan:es and their integration into word-processing environment for language learne-s. System, 18(2), 177-188.
95. * Liaw, M. (1997). An analysis ofESL children's verbal interaction during computer book reading. Computrs in the Schools, 13(3-4), 55-73.
96. Liaw, M. (1998). Using electronic mail for English as a foreign language instruction. System, 26(3), 335-351.
97. * Liou, H.-C., Wang, S. H., & Hung-Yeh, Y. (1992). Can grammatical CALL help EFL writing instruction? CiLICO journal, 1 0(1), 23-43.
98. * Liu, M. (1994). Hypermedia c.ssisted instruction and second language learning: A semantic-network-based approa:::h. Computers in the Schools, 1 0(3-4), 293-312.
99. * Liu, M. (1995). Contextual enrichment through hypermedia technology: Implications for second language learning. Computers in Human Behavior, 11(3-4), 439-450.
100. Liu, M., & Reed, W M. (1994). The relationship between the learning strategies and learning styles in a hypermedia environment. Computers in Human Behavior, 10(4), 419-434.
101. Liu, M., & Reed, W M. (1995). The effect of hypermedia-assistedinstruction on second language learning. journal of Educational Computing Research, 12(2), 159-175.
102. Lomicka, L. (1998). "To gloss or not to gloss": An investigation of reading comprehension online. Language Learning and Technology, 1(2), 41-50. Available: http:/lllt.msu.edu/vol1 num2/article2/default.html.
103. *Masters-Wicks, K., Postleware, L., & Lewental, M. (1996). Developing interactive instructional software fer language acquisition. Foreign Language Annals, 29(2), 217-222.
104. * Merlet, S. (2000). Understanding multimedia dialogues in a foreign language. journal of Computer Assisted Learning, 16(2), 148-159.
105. *Meskill, C. (1993). ESL and multimedia: A case study of the dynamics of paired student discourse. System, 21(3), 323-341.
106. Meskill, C., & Mossop, J. (2000). Technologies use with ESL learners in New York state: Preliminary report. journal of Educational Computing Research, 22(3), 265-284.
107. *Meunier, L. E. (1994). Computer adaptive language tests (CALT) offer a great potential for functional testing. Yet, why don't they? CALICO journal, 11(4), 23-40.
108. *Meunier, L. E. (1995-1996). Human factors in a computer assisted foreign language environment: The effects of gender, personality and keyboard control. CALICO journal, 13 (2&3), 47-72.
109. * Motteram, G. (1990). Using a standard authoring package to teach effective reading skills. System, 18(1), 15-21.
110. Motteram, G. (1992). Authoring tools and teacher training for CALL. System, 20(2), 151-160.
111. Nagata, N. (1996). Computer vs. workbook instruction in second language acquisition. CALICO journal, 14(1), 53-75.
112. *Nagata, N. (1997). The effectiveness of computer-assisted metalinguistic instruction: A case study in Japanese. Foreign Language Annals, 30(2), 187-200.
113. * Nagata, N. (1998). Input vs. output practice in educational software for second language acquisition. Language Learning and Technology, 1(2), 23-40.
114. Available: http:/!llt.msu.edu/vol1 num2/article 1 I default.html.
115. * Nagata, N. (1999). The effectiveness of computer-assisted interactive glosses. Foreign Language Annals, 32(4), 469-479.
116. *Nelson, T., & Oliver, W (1999). Murder on the Internet. CALICO journal, 17(1) 101-114
117. Nicholas, M.A., & Toporski, N. (1993). Developing "the critic's corner:" Computer-assisted language learning for upper-level Russian students. Foreign Language Annals, 26(4), 469-78.
118. * Noijons, J. (1994). Testing computer assisted language testing: Towards a checklist for CALT. CALICO journal, 12(1), 37-58.
119. Nutta, J. (1998). Is computer-based grammar instruction as effective as teacher-directed grammar instruction for teaching L2 structures? CALICO journal, 16(1), 49-62.
120. *Ogata, H., Feng, C., Hada, Y., & Yano, Y. (2000). Online markup based language learning environment. Computers and Education, 34(1), 51-66.
121. *Oliva, M., & Pollastrini, Y. (1995). Internet resources and second language acquisition: An evaluation of virtual immersion. Foreign Language Annals, 28(4), 551-563.
122. *Oller, J. W (1996). Toward a theory of technologically assisted language learning/instruction. CALICO Journal, 13(4), 19-43.
123. *Osuna, M. (2000). Promoting foreign culture acquisition via the Internet in a sociocultural context. journal of Educational Computing Research, 22(3), 323-346.
124. *Osuna, M., & Meskill, C. (1998). Using the World Wide Web to integrate Spanish language and culture: A pilot study. Language Learning and Technology, 1(2), 71-92.
125. Available: http://llt.msu.edu/vol1num2/article4/default.html.
126. *Padilla, R. (1990). HyperCard: A tool for dual language instruction. Computers in the Schools, 7(1-2), 211-226.
127. Peng, Y.-J. J. (1983). Answer markup on computer-assisted language learning. CALICO journal, 10(3), 31-49.
128. Pertusa-Seva, I., & Stewart, M.A. (2000). Virtual study abroad 101: Expanding the horizons of the Spanish curriculum. Foreign Language Annals, 33(4), 438-442.
129. *Plass, J. L., Chun, D. C., Mayer, R. E., & Leutner, D. (1998). Supporting visual and verbal learning preferences in a second-language multimedia learning environment. Educatitmal Psychology, 90(1), 25-36.
130. * Pusack, J.P., & Otto, S. K. (1990). Applying instructional technologies. Foreign Language Anuals, 23(5), 409-417.
131. Ritter, M. (1993). "That's us! A book about ourselves" An EFL project with intermediate learners, incorporating the computer as a tool. CALICO Journal, 10(4), 57-69.
132. * Ruschoff, B. (1993). Language learning and information technology: State of the art. CALICO journal, 10(3), 5-18.
133. * Salaberry, M. R. (1996). A theoretical foundation for the development of pedagogical tasks in computer mediated communication. CALICO journal, 14(1), 5-36.
134. Salaberry, M. R. (2000). Pedagogical design of computer mediated communication tasks: Learning objectives and technological capabilities. Modern Language journal, 84(1), 28-37.
135. *Schwartz, M. (1995). Computers and the language laboratory: Learning from history. Foreign Language Annals, 28(4), 527-535.
136. Sciarone, A., & Meijer, P. (1993). How free should students be? A case from CALL: Computer-assisted language learning. Computers and Education, 21(1-2), 95-102.
137. *Scott, V M., & New, E. (1994). Computer aided analysis of foreign language writing process. CALICO journal, 11(3), 5-18.
138. * Soo, K.-S., & Ngeow, Y.-H. (1998). Effective English as a second language instruction with interactive multimedia: The MCALL project. journal of Educational Multimedia and Hypermedia, 7(1), 71-89.
139. * Sotillo, S. (2000). Discourse functions and syntactic complexity in synchronous and asynchronous communication. Language Learning and Technology, 4(1), 82-119.
140. Available: http:/!llt.msu.edu/vol4num 1 I sotillo/default.html.
141. *Sullivan, N., & Pratt, E. (1996). A comparative study of two ESL writing environment: A comf'.lter-assisted classroom and a traditional oral classroom. System, 24(4), 491-501.
142. *Sussex, R. (1991). Author languages, authoring systems and their relation to the changing focus of computer-aided language learning. System, 19(1-2), 15-27.
143. *Thorson, H. (2000). Using the computer to compare foreign and native language writing processes: A statistical and case study approach. Modern Language journal, 84(2), 155-170.
144. * Ulitsky, H. (2000). Language learner strategies with technology. journal of Educational Computing Research, 22(3), 285-322.
145. * Van Bussel, F. (1994). Design rules for computer aided learning of vocabulary items in a second language. Computers in Human Behavior, 10(1), 63-76.
146. * Vander Linden, E. (1993). Does feedback enhance computer-assisted language learning? Computers and Education, 21 (1-2), 61-66.
147. *Van Handle, D., & Corl, K. (1998). Extending the dialogue: Using electronic mail and the Internet to promote conversation and writing in intermediate level German language courses. CALICO journal, 15(1-3), 129-143.
148. * Warschauer, M. (1995-1996). Comparing face-to-face and electronic discussion in the second language classroom. CALICO journal, 13 (2&3), 7-26.
149. * Warschauer, M. (I997). Computer-mediated collaborative learning: theory and practice. Modern Language journal, 81(4), 470-481.
150. Warschauer, M. (2000). Online learning in second language dassrocms: An ethnographic study. In M. Warschauer & R. Kern (Eds.), Network-ba;.:d language teaching: Concepts and practice (pp. 41-58). Cambridge: Cambridge University Press.
151. * Warschauer, M., Turbee, L., & Roberts, B. (1996). Computer learning networks and student empowerment. System, 24(1), 1-14.
152. *Watts, N. (1997). A learner-based design model for interactive multimedia language learning packages. System, 25(1), 1-8.
153. Web Course in a Box [Computer software]. (1997-2000). Richmond, VA: Mad Duck Software.
154. * Wolach, A. H. (1994). Developing a computer program to facilitat language training. Computers in Human Behavior, 10(4), 541-557.
155. *Young, R., Shermis, M., Brutten, S., & Perkins, K. (1996). From oJnventional to computer-adaptive testing of ESL reading comprehension. Sy:tem, 24(1), 23-40.
156. *Zhao, Y. (1996). Language learning on the World Wide Web: Toward a framework of network based CALL. CALICO journal, 14(1), 37-52.