Two crucial aspects of implementing instructional technologies effectively in language classrooms are having an understanding of the capabilities of various technologies and evaluating the usefulness of the technologies in realizing curricular goals. This paper presents a situated study-- based on a prominent pedagogical framework-- of the implementation of threaded discussions, a widely used instructional technology, to meet constructivist curricular objectives in university ESL classes. The authors use constructivist principles as a framework to evaluate the three-semester process of their implementation of threaded discussions to fulfill constructivist curricular goals. Of particular interest is the extent to which the technology, as mediated by the instructors, promoted selected cognitive and social skills as well as addressed affective factors and individual differences in students. INTRODUCTION: CONSTRUCTIVISM AND CALL Recognizing the importance of determining how instructional technology can fulfill instructional goals, Bonk and Cunningham (1998) point out that "The blending of … technological and pedagogical advancements has elevated the importance of research on electronic student dialogue, text conferencing,

Over the past few years, asynchronous web-based technologies have been examined for their usefulness in promoting collaborative learning among university students. Variations in implementation of this technology will determine to what extent students ’ learning is actually collaborative. This article discusses curricular adaptations made in the integration of an asynchronous discussion board assignment in graduate level teacher training courses over a five-semester period. It examines how several parameters (assignment preparation, student groupings, number, topic, type of posting, prompt, instructor’s role, evaluation, and carry-over into class meetings) were modified in each semester and discusses which parameters did and did not contribute effectively to collaborative learning as identified through five key elements: positive interdependence, promotive interaction, individual accountability, social skills, and self-evaluation. Based on the formats that were found to promote collaborative learning most successfully, conclusions about a recommended asynchronous web discussion assignment are presented.

In an increasingly globally interdependent world, proficiency in a second language and the ability to function interculturally are seen as important assets, even necessities. In Australia, the importance of second language skills has been recognised at the policy level by the inclusion of languages other than English as a key learning area nationally (MCEETYA, 1989 & 1999) and as part of the core curriculum in Queensland where Indonesian is one of the priority languages in the state. In Indonesia, English is the most widely taught foreign language in schools and is compulsory for most secondary students. This paper presents an account of a developing project designed to enhance the language proficiency and cultural awareness of students of both Indonesian and English through inclusion in their language program of computer-mediated exchanges. Ten schools in Indonesia and fifteen schools in Queensland are being linked in this large-scale tandem e-learning project, after a preliminary year-long feasibility study. This project, named QUIPNet (Queensland Indonesia Proyek Internet), is supported by the National Department of Education, Indonesia and by funding

Abstract—This paper presents a study on the use of web technologies for language learning. What the study aims to do is answer the question of what kind of web technologies have been used for language learning in a systematic manner. The methodology used is qualitative document analysis carried out on 40 selected journal articles. Each article was analyzed for mention of the use of web technologies and the analysis noted into a matrix display that is used to categorize the technologies. The findings indicated that web technologies used for language learning fall into four broad categories: synchronous and asynchronous communications, language production technologies, language testing and web resources. Keywords—Course management systems, language learning. I.