Current computer-assisted language learning (CALL) research has identified various potentials of technology for language learning. To realize and maximize these potentials, engaging students in self-initiated use of technology for language learning is a must. This study investigated Hong Kong university students' use of technology outside the classroom to self-regulate their language learning. It showed that these students were actively engaged in the use of technology, but there were variations both among the students and in the aspects of language learning that they opted to support using technology. More importantly, this study unraveled the factors that influenced their selective use of technology in language learning.
[Copyright of Roeper Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09588221.2011.568417]

This article reports on a research project conducted at the City University of Hong Kong which evaluated the effectiveness of a multimedia-based English language learning programme. A major component of the project was the development and production of an interactive multimedia CD-ROM, Business English, which constituted the basis for the enhanced English language proficiency programme. Results of the study indicate that students who completed the syllabus in a multimedia-enhanced mode demonstrated significant improvement in listening skills when compared with students who completed the same syllabus in the traditional classroom mode. The results also demonstrate positive attitudinal changes for the multimedia-enhanced mode of learning. Additionally, the article elaborates on the teaching-learning experience from the student and facilitator perspective.
[Copyright of Computer Assisted Language Learning is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1076/call.12.4.281.5706 ]