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This article explores the effects of collaborative reverse subtitling as an activity for the promotion of writing skills in English as a second language. An initial analysis is undertaken of the pros and cons of the role of translation in second language learning historically and the role of information and communication technology in this process, with special attention being paid to recent initiatives on the didactic use of audiovisual translation in the form of subtitling, and the evidence of their efficacy obtained so far. Subsequently, a completed research project is described, which was aimed at promoting second language learning among distance learning university students through collaborative reverse subtitling. Specifically, the project aimed to explore both the potential of a guided subtitling activity for the development of written production skills, and also the dynamics of undertaking such an activity collaboratively, in order to gain insights on the social, cognitive, metacognitive and transfer mechanisms that can be activated in collective study. Finally, we reflect on the need to accumulate evidence on multimodal translating scenarios combining individual and collective work for the development of communicative language competences, through further research and classroom use, in order to consolidate and refine these findings.

A linguistic, pedagogic and technological framework for an ICALL system called COPPER is presented here, where individual and collaborative learning are combined within a constructivist approach to facilitate second language learning. Based upon the Common European Framework of Reference for Languages, the ability to use language is viewed as one of several cognitive competences that are mobilised and modified when individuals communicate. To combine the different types of learning underlying the European Framework, a student model has been developed for COPPER that represents linguistic competences in a detailed way, combining high granularity expert-centric Bayesian networks with multidimensional stereotypes, and is updated following student activities semi-automatically. Instances of this model are used by an adaptive group formation algorithm that dynamically generates communicative groups based upon the linguistic capabilities of available students, and a collection of collaborative activity templates. As well as the student model, which is T. Read (B) · B. Barros Dpto. de Lenguajes y Sistemas Informáticos, 350 User Model User-Adap Inter (2006) 16:349-376a representation of individual linguistic knowledge, preferences, etc., there is a group model, which is a representation of how a set of students works together. The results of a student's activity within a group are evaluated by a student monitor, with more advanced linguistic competences, thereby sidestepping the difficulties present when using NLP techniques to automatically analyse non-restricted linguistic production. The monitor role empowers students and further consolidates what has been previously learnt. Students therefore initially work individually in this framework on certain linguistic concepts, and subsequently participate in authentic collaborative communicative activities, where their linguistic competences can develop approximately as they would in 'real foreign language immersion experiences'.

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In this short paper, we present some initial work on Mobile Assisted Language Learning (MALL) undertaken by the ATLAS research group. ATLAS embraced this multidisciplinary field cutting across Mobile Learning and Computer Assisted Language Learning (CALL) as a natural step in their quest to find learning formulas for professional English that adapt to the changing profiles and needs of our modern society. A needs-analysis undertaken by group members highlights the way in which professionals need to have language learning activities available on their mobile devices. The SO-CALL-ME project has been established to enable such MALL apps, designed and developed within the ATLAS group, to be studied with real users to explore the way in which they can improve their oral language skills. Here one such app, ANT-Audio News Trainer, is presented as an example of the development being undertaken.