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Planning for the integration of computers in language classrooms is complex, requiring information from many sources, yet some basic information has been underrepresented in the professional literature. The state of students’ computer literacy (CL) and their accompanying training needs, for example, are two aspects that are infrequently investigated. Some studies do discuss these issues, but few report the time allocated to training for computerized tasks or the gains made in CL. While research on the effectiveness of computers for language learning is growing, little of it indicates the practicality of this tool for teachers who need to train their students in CL before the computer can become a tool for them. However, it is exactly this type of practical information that complements effectiveness research for teachers who need to prepare appropriate tasks and determine whether they have the instructional time to offer training to students. The present study provides data on the CL of university-level Spanish students with respect to word processing, CD-ROMs, e-mail, and the World Wide Web. The training method used integrated technical training into activities focused on learning language and culture and resulted in gains in students’ CL for a small investment of class time.
Catherine Barrette (Tue,) studied this question.