This paper presents a comprehensive picture of what has been investigated in terms of CALL effectiveness over the period 2000 – 2004 and determines why this question is still such a difficult one to answer. The study looks at both strengths and weaknesses in this body of work and singles out models of good design practice. While a perfect research design remains elusive, a positive trend towards combining quantitative and qualitative methods and including learning processes in the investigation can be observed. There is also a move away from simple comparison studies (teaching with or without computers) in favor of complex designs including a variety of variables under investigation and comparing different types of CALL. In this context, the usefulness of metaanalyses to determine clear cause and effect results, relying solely on effect sizes, appears questionable. The author argues that a series of systematic syntheses of findings related to one particular variable such as learning strategy or writing quality might produce more valuable insights into the potential impact of technologies on learning processes and outcomes and proposes a research agenda along those lines.

Past research has shown that the use of multimedia, such as pictures, audio narration, and video, can be beneficial in computer aided instruction. We propose that spoken words generated by speech synthesis can be used to reinforce written text during L2 language instruction, and can lead to a more robust learning experience than providing written language input alone. Two in-vivo studies were conducted with ESL (English as a second language) students to investigate the effect of providing spoken language produced by speech synthesis during different instructional events in REAP, a computer based vocabulary tutor. Our results show that students benefit from spoken language input, particularly when they are strongly encouraged to listen to words. Furthermore, our studies seem to suggest that on demand English text-to-speech synthesis may be good enough to provide added value during computer based L2 language instruction. Index Terms: speech synthesis, language tutors, computer assisted language learning, English as a second

Abstract: This study investigated the effects of visible and invisible links for annotated words in a computer module for learning French on the vocabulary acquisition and reading comprehension of two types of students – high- and average-achievers. Two hundred and sixty four second-semester students of French were identified as high- or average-achievers. Each type of students was then randomly assigned to two groups – with visible or invisible hyperlinks. All students were instructed to read a short passage in French (181 words) for general comprehension and allowed to consult the annotated words (made visible by bold face for the visible links group) as much as they needed. The students took a vocabulary pretest and an immediate and delayed (two weeks) vocabulary and reading comprehension posttest. The results of the study showed that average-achievers benefited more from the visible links for vocabulary acquisition and reading comprehension than high-achievers. The results are discussed in light of second language acquisition and gifted-student theories and suggestions for future

This study investigated the effects of captioning during video-based listening activities. Second- and fourth-year learners of Arabic, Chinese, Spanish, and Russian watched three short videos with and without captioning in randomized order. Spanish learners had two additional groups: one watched the videos twice with no captioning, and another watched them twice with captioning. After the second showing of the video, learners took comprehension and vocabulary tests based on the video. Twenty-six learners participated in interviews following the actual experiment. They were asked about their general reactions to the videos (captioned and noncaptioned). Results from t-tests and two-way ANOVAs indicated that captioning was more effective than no captioning. Captioning during the first showing of the videos was more effective for performance on aural vocabulary tests. For Spanish and Russian, captioning first was generally more effective than captioning second; while for Arabic and Chinese, there was a trend toward captioning second being more effective. The interview data revealed that learners used captions to increase their attention, improve processing, reinforce previous knowledge, and analyze language. Learners also reported using captions as a crutch.