“…Early on, Adams et al (1968) argued that CAI "has the potential, when further developed, to take on a significant burden of the more mechanical portions of early foreign language instruction," but conceded that "we are still at a stage of trying to determine what CAI can do, as much as how well it can be done" (p. 16). Olsen (1980) identified a series of factors that arguably deterred some departments from incorporating the use of CAI into the regular curriculum: (a) the high cost of computer programs, (b) the lack of technical support personnel, and (c) the negative attitudes of many teachers towards the use of CAI in the L2 curriculum. 17 By the late 1980s, Dunkel (1987) presented arguments similar to Olsen's to explain the limited use of CAI in the L2 classroom: (a) the start-up costs of computer hardware, (b) a dearth of quality courseware, and (c) widespread skepticism about the teaching effectiveness of CAI, the educational system, and teachers' perceptions.…”