Although audience plays an important role in all models of writing, there has been little research on how second language (L2) writers conceptualize and address their audience during the writing process. This study starts to address this research gap by examining when and how L2 learners consider their audience while writing in L2, as well as the…

The gradual development of Canadian interest in computer-assisted language learning is chronicled. The need for language specialists to continue designing and refining CALL software is noted, and an article on using the Internet and its language-related listservs is summarized. (Contains 21 references.) (LB)

Outlines reasons why electronic mail, and specifically e-mail exchanges, are valuable tools for promoting authentic target language interaction in the second language (L2) classroom. Research examining the use of e-mail exchanges on the L2 learning process is outlined, followed by one specific example of an e-mail exchange in a secondary core…

Describes the use of computer pen pals to offer foreign language students who are at different levels of instruction to participate in activities that involve real life situations. Designed to develop writing skills, these activities help students review vocabulary and to practice verb forms and grammatical structures. (Author/VWL)

Describes how beginning language learners generated electronic mail in a foreign language, Spanish, and what the resulting texts looked like. The study uncovered different, contrastive writing behaviors and a diversity of texts and suggests that communicative activities in the language classroom pose dilemmas for students. (39 references)…

Examines how application of computer-assisted language learning (CALL) and information technology can be used to overcome "grammar deficit" seen in many British undergraduate German students. A combination of explicit, implicit, and exploratory grammar teaching approaches uses diverse resources, including word processing packages,…