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Abstract Research in artificial intelligence demonstrated some time ago the feasibility of truly conversational, interactive computer programs. However, this capability has not been exploited in most computer‐assisted language instruction programs, which have tended to adhere to a more Skinnerian fill‐in‐the‐blank format. This paper describes an experimental Spanish program which employs simulated conversation strategies that allow students considerably more freedom in their responses, at the same time that error‐checking routines monitor for syntactic errors.
John H. Underwood (Sat,) studied this question.