Describes spatial and sequential learning strategies and how they affect student performance and progress in second-language learning. Briefly describes a test identifying preferred style. Suggests how instructors can then individualize instruction. Outlines the way VOCAL, a multilingual authoring system, can be used in a language laboratory for…

Describes a computer-assisted interactive video system designed to improve listening comprehension skills. The courseware makes use of a wide selection HELP OPTIONS as feedback to aid the learner's mastery of authentic natural Korean. (LMO)

Three elements to be considered in computer-assisted language instruction courseware design are: (1) environment; (2) visuals; and (3) timing. Computer-generated environments must be dynamic, flexible, challenging, and engaging. Visuals must be easily readable, uncluttered, consistently laid out. Program time should be balanced with real time.…

Question and answer column about the CD ROM medium discusses: (1) optical storage devices available; (2) language teaching applications; (3) types of courseware available; (4) costs to hook up a CD ROM drive as a peripheral to an existing system; (5) how to go about developing and mastering a disk; and (6) mastering and replication costs.…

Outlines the design considerations that go into making an authoring system. Uses examples from the author's system, "Private Tutor," to illustrate. Emphasis is on the concepts that define the operation of the authoring system. Also discusses design principles of "Private Tutor" in relation to the Macintosh computer. (Author/LMO)

Introduces courseware authoring systems, which are defined as software devised for an instructional environment that simplifies courseware development. The process of courseware authoring consists of two basic elements--computer and lesson--which are further subdivided. The use of authoring systems to simplify each of these subcomponents is…

The need to include an audio component in computer-assisted instruction in French is discussed and an attempted solution is described in terms of a suite of programs designed to facilitate the creation and use of dictation practice materials. (Author/SED)

Reports on the state of the art in software development for computer-assisted language instruction, with some emphasis on Russian, and describes 10 areas in which much current software is deficient. It is suggested that our best teachers be given time to work in teams to develop good software. (Author/SED)

Suggests that insights from other disciplines be considered when evaluating computer-assisted language instruction materials. Issues which need to be considered when evaluating these materials include: design issues, user-machine interfacing, support documentation, screen layout, color and animation, and restricted visual display capacity. (SED)

Discusses an interactive video project designed to facilitate the teaching of culture and language in an integrated manner and describes the project's hardware, authoring system, the types of visual reference materials used, the organization of the phases which make up each of its units, and what it teaches. (Author/SED)

Reviews some current topics related to computer-assisted instruction (CAI) in English as a foreign language in Japan. The achievements of the Tokai English Language Program-CAI project are discussed and the latest system, the Tokai English Language Program-III, is described.

Describes an authoring language created specifically for composing computer-assisted language drills. Students can receive written or visual cues, edit their answers, and summon additional information using the Macintosh microcomputer's pull-down menus and multiple windows. (Author/SED)

Describes a specialized authoring system known as a template, which usually targets only one subject and one format at a time. A template called DICTATE, which allows teachers to use the dictation format to practice auditory discrimination, aural comprehension, and orthography is discussed in detail. (SED)