Recent years have shown an explosion of interest in using computers for language teaching and learning. A decade ago, the use of computers in the language classroom was of concern only to a small number of specialists. However, with the advent of multimedia computing and the Internet, the role of computers in language instruction has now become an important issue confronting large numbers of language teachers throughout the world. This article will provide an overview of current teaching practices and research related to the uses of computers in the language classroom. It will be divided into four main parts: (1) a brief history of computerassisted language learning (CALL), (2) a survey of current practices and research, (3) a prospectus toward the 21st century, and (4) a list of resources for further information. The History of CALL Computers have been used for language teaching since the 1960s. This 30+ year history can be roughly divided into three main stages: behavioristic CALL, communicative CALL, and integrative CALL. Each stage corresponds to a certain level of technology as well as a certain pedagogical approach. Behavioristic CALL, conceived in the 1950s and implemented in the 1960s and 1970s, could be considered a sub-component of the broader field of computer-assisted instruction. Informed by the behaviorist learning model, this mode of CALL featured repetitive language drills, referred to as drill-and-practice (or, pejoratively, as "drill-and-kill"). In this paradigm, especially popular in the United States, the computer was viewed as a mechanical tutor which never grew tired or judgmental and allowed students to work at an individual pace. Though behaviorist CALL eventually gravitated to the personal computer, it was first designed and implemented in the era of the mainframe. The best-known tutorial system, PLATO, ran on its own special hardware consisting of a central computer and terminals and featured extensive drills, grammatical explanations, and translation tests at various intervals (Ahmad, Corbett, Rogers, & Sussex, 1985). The next stage, communicative CALL, emerged in the late 1970s and early 1980s, at the same time that behavioristic approaches to language teaching were being rejected at both the theoretical and pedagogical level, and when new personal computers were creating greater possibilities for individual work. Proponents of communicative CALL stressed that computer-based activities should focus more on using forms than on the forms themselves, teach grammar implicitly rather than implicitly, allow and encourage students to generate original utterances rather than just manipulate prefabricated language, and use the target language predominantly or even exclusively (Jones & Fortescue, 1987; Phillips, 1987; Underwood, 1984). Communicative CALL corresponded to cognitive theories which stressed that learning was a process of discovery, expression, and development. Popular CALL software developed in this period included text reconstruction programs (which allowed students working alone o...

The TESOL Technology Standards are designed to provide guidance for learners, teachers, teacher educators, and administrators who use technology as a component of English language learning and teaching. The Standards incorporate two complementary sets of standards. The Standards for Language Learners focus on what learners need to know in order to use technology productively, safely, appropriately, legally, and with a critical eye. The Standards for Language Teachers address how teachers can help learners achieve the Learner Standards, be personally productive and creative with technology, and continue to develop expertise in teaching with technology. The Teacher Standards recognize a general and an “expert” level. All teachers are expected to meet the standards at the general level. The expert level describes those who have additional skills, and who should be given the appropriate recognition for sharing those skills with others. Checklists for self‐assessment, program assessment, and online teaching are part of TESOL Technology Standards, Description, Implementation, Integration (Healey et al., 2011).

Antidoping laws generally exist in order to provide a safe and fair environment for participation in sport.• These laws should prevent and protect athletes from subjecting themselves to health risks through the use of unsafe, but performance-enhancing drugs.

Teachers and learners within a technology‐enhanced learning environment use digital tools and related techniques to achieve their teaching and learning aims. An effective environment takes advantage of the affordances of technology in connecting people to information and to others; anytime, anywhere access; sophisticated practice with ELT and authentic material; and the ability to share and modify information easily. The physical environment will likely have digital tools and allow flexible groupings of learners, and may be face‐to‐face, hybrid, or fully online. Teachers can use Puentadura's Substitution, Augmentation, Modification, Redefinition (SAMR) model (2006) to classify their use of technology within the environment. All four levels are appropriate for different purposes. An essential component of an effective environment is a skilled teacher who can establish and employ the technology‐enhanced learning space for optimal use.

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