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The aim of this paper is to summarise how pronunciation feedback on the phoneme level should be given in computer-assisted pronunciation training (CAPT) in order to be effective. The study contains a literature survey of feedback in the language classroom, interviews with language teachers and their students about their attitudes towards pronunciation feedback, and observations of how feedback is given in their classrooms. The study was carried out using focus group meetings, individual semi-structured interviews and classroom observations. The feedback strategies that were advocated and observed in the study on pronunciation feedback from human teachers were implemented in a computer-animated language tutor giving articulation feedback. The virtual tutor was subsequently tested in a user trial and evaluated with a questionnaire. The article proposes several feedback strategies that would improve the pedagogical soundness of CAPT systems. (Contains 2 tables and 2 figures.)

This paper explores eight hypotheses regarding trends in CALL literature relative to research subjects: small number of subjects, overuse of questionnaires, limited time, lack of experience with the application, task type and CALL in general, and lack of training before and during the study. Based on a review of 78 articles from four CALL-oriented journals from 2000-2003, it is concluded that (1) researchers commonly leave out or fail to gather relevant data on these characteristics; and (2) most of what we know about CALL is probably based on studies of untrained, novice users. Recommendations for improving this situation are offered.

The English compositions of two groups of Hong Kong secondary school students learning English as a Second Language were compared. Results found that students who used computer word processors, on the whole, wrote better compositions than students who used pen and paper. (46 references) (MDM)