Computers have developed rapidly over the past quarter century, and particularly over the past five years. They have become more powerful (that is, able to process and store much more data), faster, cheaper, smaller, easier to use, and more convenient. Personal computers are within the reach of even ordinary people. In recent years, equipment such as hard disks, CD-ROMs, laser disks, and printers used with computers has also developed rapidly. Using these, a computer program can handle sound, pictures and video along with characters.
"Multi-media" is a buzz word today in the field of computers. Using multi-media involves combining written text, sounds, still pictures, and video using computers and computer networks. This means that the world of computers is getting closer to the world of human beings. As the hardware develops, computer displays become more realistic and cheaper.
Various computer networks have been connected and have become more convenient. There are many local, commercial and academic computer networks. More and more college professors and business people are connected to the Internet, making it possible to communicate with people all over the world. On many academic and commercial networks, there are "lists" for EFL teachers and students, forums where interested people discuss various issues by writing messages that are sent by computer to all the people registered with the list. Anyone with an account on any network can be connected with people with the same interests.
Computers are becoming more compatible with one another. With the development of an operational system called Windows, we can use the same software on different types of computers, such as IBM, NEC and Fujitsu. Even Ms-Dos machines and Macintosh are getting more compatible, and there are some types of software which will run on both machines. Using an operational system called Dos V, any computer, even one not designed to use Japanese, can handle Japanese characters. With competition among computer companies becoming greater, it is possible to get a better computer at a lower price, and still have a computer compatible with others.
There is more and better commercial software on the market. There is also shareware, which users pay only a small little fee to use, and freeware, which is free. They are available through networks, organizations, and books.
Computers are becoming more common. As the price of computers decreases, more people have their own computers at home. Some people own several computers, and some carry laptop computers and work while commuting. Even some students have their own computers at home and write papers for classes. There are more computers in offices and schools. Many teachers use word processing programs to write exams, handouts for classes and meetings, and their academic papers. In addition, handouts for conference presentations are seldom written by hand or typed. Because computer education is now required in schools, all elementary schools, and junior and senior high schools have computers these days.
People have found different ways to use computers. Some people use them to play games. Some use them as word processors to write. Some use spread sheet programs to keep records and manipulate data. Some use them to study different subjects. Some make programs for their own use. Some use dictionaries, encyclopedias, and other reference works on computer to look up information. Some use them for communicating with others and exchanging information. Some people subscribe to computer discussion lists. Some use computers to search for information in different libraries all over the world, find useful computer programs or even connect to computers all over the world and use them as their own computers. Some use them to obtain information from databases. They can, for example, read newspaper articles published all over the world or check the stock market. They can search for newspaper articles written on a certain topic or date. They can search for journal articles on a certain topic. There are many, many ways to use computers, and it is not exaggerating to say that every person who uses computers is using them differently.
Last but not least, as a reason to discuss CAI, all elementary schools and junior and senior high schools in Japan are required to have computer classes for all students now. All those schools have computers, and it is necessary to consider the best ways to use them.
Some people exaggerate what computers are capable of. For example, some people believe computers can do anything quickly and accurately, and that computers can do anything easily without work or effort by humans. Eventually some people think computers will take the place of teachers and teach students. Some people are hoping that computers will someday do all the work they do not like to do.
In contrast, some people do not believe that computers are useful. They believe work done by people is much better than work done by computers. Many people, particularly older people, do not understand computers and are not interested in trying to do so. Some people think that computers and CAI are a great amount of expense for little return.
Some people think that because computers will be more powerful, faster, cheaper, convenient and easier to use in the future, it is better to wait until their development stops to get involved with using computers.
Some people think that only computer experts or experts in CAI should use computers in language teaching, and other teachers should carry on ordinary instruction.
Some people believe that learning by computer is not really learning at all. They think that it is mainly playing. They believe that students should learn using books and notebooks. They do not believe that people can learn without reading books and writing with a pen.
Some people are afraid that students will not learn using a computer, because the computer does the work for them. For example, a computer can check spelling and some grammar, so students do not need to learn spelling and grammar. They need to learn only how to use different software to do work for them.
In contrast, some people believe that soon students will no longer use books and notebooks to study. They can learn better, faster, easier, more accurately and more enjoyably with a computer. If there is a computer, people do not need anything else to study.
I do not think that any of these points of view are entirely correct. However, many people do believe some of them.
TESOL has a special interest group called Computer Assisted Language Learning (CALL) for teachers interested in using computers. The special interest group hosted a symposium in 1983, and since then it has hosted sessions on English CAI and software fairs at the annual TESOL conventions (Kitao, 1993e). The group has collected useful information on CAI and published TESOL CALL Interest Section Software List 1993.
In many American schools, CAI makes use of personal computers. Many teachers have developed software, particularly using hypercards on Macintosh. There are many freeware and shareware programs in the United States, and the CALL interest group distributes them for a nominal fee. Most of this software is designed for self-study, but not for drills of grammar and vocabulary. They put more emphasis on games and simulations, and on productive language skills, speaking and writing. Questions that users answer do not necessarily have one right answer, but several answers are accepted, or there may be no one single correct answer (Kitao, S. K., 1993).
There are many programs related to conversation, including programs which involve listening, speaking, recording, comparing voices, and reading and writing along with listening and speaking. There are many educational games and simulations. Some recent programs have both English and students' native languages. Multi- media software is getting more common and cheaper. It is on Windows or OS2, or a stack of hypercards.
Multi-media software, both teacher-made and commercial, is the core of educational software. Hard disks and CD-ROM have become less expensive, and many people use them for education. Good multi- media software programs cost a few thousand dollars, with the cost of a site license varying based on the number of computers connected. A recent trend is depending more on the use of networks than on stand- alone computers.
The use of E mail is getting more common in schools, and more teachers are using E mail for correspondence. Most teachers interested in CAI are on line, and they can exchange information. The Internet is getting more common than Bitnet now.
With the development of CD-ROM, concordances are becoming more common and cheaper, and their use is getting more attention. There are dictionaries and encyclopedias on CD-ROM.
Commercial educational software is still not well developed. Good software is very expensive. There is not a wide variety of educational software, and much of it is drill oriented. There are not many programs that allow students to be creative using a computer.
There is relatively little information available on language teaching through CAI, though there is starting to be more and more (Doshisha Daigaku Johoshori Kyodo Kenkyu Team, 1992; Kitao, S. K., 1992; Kitao, K., 1993a). The study group of English CAI published Hajimete no CAI: Yoriyoi eigo kyoiku o motomete [Introduction to CAI: Seeking Better English Education] (Edasawa et. al., 1992). The Language Laboratories Association (LLA) has had special meetings on CAI. The Fourth CAI conference, which was held at Doshisha University in February 1993, had more than 40 presentations, mainly about teacher- made programs, and about 260 people from all over Japan attended. Papers based on some of those presentations were published in Computer riyo no gaikokugo kyoiku: CAI no doko to jissen [Foreign Language Education Using Computers: Trends and Practice in CAI] (Nozawa, Shimatani, & Yamamoto, 1993). The CALL Special Interest Group (CALL-SIG) of the Japan Association of Language Teachers (JALT) had a special conference on writing in September 1993 and its proceedings were published (Kluge, et al., 1994). The theme of the LLA annual conference in August 1994 was multi-media. Its Kansai Chapter published LLA Kansai Shibu Shuroku No. 5: Multi-media to Gaikokugo Kyoiku [LLA Kansai Chapter Collected Papers No. 5: Multi-media and Foreign Language Education] (LLA Kansaishibu, 1994). The Japanese Universities Association for Computer Education (Shijokyo) has an annual conference in September, and some of the presentations are on language teaching. The July issue of their journal (Vol 3, No. 1) was a special issue on language teaching CAI. The Institute of Languages and Cultures at Kyushu University hosted the Japan and Korea International Symposium in October 1994, and its theme was "21 Seiki no Gaikokugo Kyoiku no Tenbo: Multi-media Jidai no Gaikokugo Kyoiku o Kangaeru [Prospects of Foreign Language Education in the 21st Century: Considering Foreign Language Education in the Multi-media Age]. The conference emphasized foreign language CAI, international computer networks and computer databases. More and more people are interested in and involved with foreign language CAI in Japan.
Many schools are interested in starting language teaching CAI programs. They may have facilities and equipment, but many of them do not have appropriate software or trained personnel.
Schools usually do not have enough people, equipment, and money to develop their own foreign language programs. In many cases, they do not have a large enough budget to buy enough copies of software for instruction. Unfortunately, there are problems with copyright violation in schools.
Many people believe multi-media CAI programs are better than simple programs. Though they do have advantages, multi-media programs are less flexible, less adaptable for students, and harder to use.
Hardware is developing very quickly, and software developers, who try to follow hardware development, are about two years behind. Many teachers are struggling to develop CAI programs. Many teacher-made programs have been introduced, but there is not much information available on the effectiveness of different types of CAI instruction.
Computers can also be used for administering classes. They can be used to give assignments, analyze the results of students' work, and to keep attendance and other records. They can be used to keep grades, do statistical analyses of grades, and evaluate the class as a whole as well as individual students. This type of use is called "computer managed instruction (CMI)."
Computers can also be used to make classes more effective. There are two ways to use them (Kitao, 1994c). One way is for the teacher to present pictures, videos, and written text with or without sound. The presentation can be programed in advance or handled manually. Computers make it easier to make slide presentations, since random access is possible. A floppy camera can be used to take pictures on a special floppy disk. The pictures can be shown on a screen or a computer. Teachers can put photos on a photo CD and show them on computers. We can handle multiple media at the same time with a computer, and it is easier to handle a computer than handling a slide projector and a tape recorder at the same time.
The other way to use computers is to have students use the computers themselves, working individually--this is actually computer assisted instruction. The computer provides materials to study and students can interact with the computer, that is, they have a library and a tutor. They can work on drills, tutorials, games, and simulations. They can work by themselves or with classmates in pair work or group work. Interaction between/among students is as important as that with a computer in learning. Students can work at a computer during the class, doing assignments, reviewing, or even preparing for the class. Using computers allows students to work at their own pace. Slower workers can catch up, and advanced students can do extra assignments.
Computers are also useful for teaching composition. Students can use a word processing program to write their compositions. The teacher can check their work, make corrections or suggestions, and/or show it to other students. Students read each other's compositions and give comments or make corrections (peer editing). It is possible to connect all the students' compositions and make a journal on the computer. In the United States, some teachers make newsletters using a desk-top publishing program with articles written by their students.
Students can use databases to read articles and work on making a vocabulary list, writing a summary of each article, or writing a report using the information they find. Nishinoh (1994) reported that after his students wrote reports based on information from databases, they liked to make presentations on the reports they had written, and also they enjoyed reading other students' reports on the computer screen.
Computers are flexible and untiring. If the teacher wants to present only a few words or sentences on each page, it would be wasteful and expensive to do this on paper, but computers are an economical way to do it. Computers do not get tired and can repeat the same thing again and again without complaining. Whatever it is programmed to do, it can do over and over as often as necessary, and in whatever chunks it has been programmed to use.
Computers can give immediate feedback, if they are programmed to do so. They can confirm that an answer is correct, give the correct answer or a hint if the answer is incorrect, etc. Computers can rapidly and accurately check whether two strings of characters are the same, making them useful for checking spelling or answers.
Computers have a clock that is useful in various ways. The clock can be used to time the students' work, limit the amount of time allowed to read a passage or do an exercise or a set of exercises, etc. Computers can keep records accurately. Teachers can keep track of individual or class scores and times.
Computers can calculate quickly and accurately. Teachers can get the total score, average, and standard deviation and can statistically analyze individual student and class results.
Computers can run various kinds of software. Users can run a word processing program, a spread sheet, databases, games, etc., all on the same computer. Students can use educational programs, games, simulations, dictionaries, etc., on the computer.
Computers can use information from floppy disks, hard disks, CD- ROM, laser disks, etc. This puts a great deal of information at the disposal of computer users.
Computer networks are also very useful. Networks allow the teacher to quickly give all students certain information and to obtain information from the students quickly, too. If the teacher's computer is connected with others on the phone, the student can obtain information from the teacher from home and submit papers or reports from home. In addition, computer users can communicate with people all over the world on other computers and use other computers to get information.
Computers can only do what they are programmed to do. It is necessary to have proper software for a given task. Each kind of software has its own limitations. Some software is difficult to use, and some may not be able to do exactly what the user wants it to do. Computer programs are not usually tailored to a particular user's needs, and if they are, they are very expensive.
Computers need programs that were designed for them. Programs for other kinds of computers may not work. Even the so-called compatible computers are not 100 percent compatible. If a program is not designed for a given computer, it may have some limitations that prevent the user from doing exactly what he/she wants to do.
Computers are expensive, though they have become less and less so. They are still not as cheap as hand-held calculators or typewriters. Some computers cost less than 100,000 yen, but they may not be powerful enough for people who use computers a lot. In addition, there is a great deal of additional equipment that is useful for computer users, such as CD-ROM driver, MO disks (which are similar to CD-ROMs, but on which the user can enter information), and bigger hard disks.
Computers break down, and they may have technical problems. It does not happen frequently, but a computer used over a long period of time is likely to eventually have technical problems with the hardware or the software. In the worst case, this may result in loss of data or other work.
In order to use a computer, a user has to know what commands to give the computer and how to respond to the computer. If the user does not know these, the computer will not function. It can be difficult to start using a new computer or computer program even if it has a good manual. Even after the user learns the basics, he or she needs to learn how to use the computer or program most effectively. New programs come out that are faster, better, more powerful, or more convenient, or which perform new functions, so users may feel that they need to change programs sometimes, which involves learning a new program. Learning to use a computer and software can take up a great deal of time and energy.
Computers are improving so fast that it is difficult to follow their development. Improvements and new equipment seem to come out every day. No matter how much time and energy is spent reading computer magazines to find out about new developments, it is impossible to know everything that is going on and to try everything new.
Students can get different types of input using a computer. Using multi-media materials, computers can display written text and use sounds, still pictures, and video. Students feel things are more real and more easily understood. Through simulation and other techniques, computers can present abstract things in a concrete and easily understood way. They also have access to various types of aids, including dictionaries, pictures, graphs of intonation, and voice recordings.
Learning can be individualized using computers. Students can study materials related to their individual goals and what they need or are interested in, with the appropriate difficulty level and at their own pace. Computers can analyze the problems of each student, and the teacher can help individual students with their problems based on the analysis (Kitao, 1994b).
It is also possible to do programmed instruction using a computer. Students use minimum step programmed materials, with each level slightly more advanced than the previous one. They use what they learned in one step to do the next one (Ishihara, 1992).
CAI can overcome barriers of time and place. If a school has a satellite system of computer laboratories, students can study English at various places on campus at any time. If the school has a network of computer laboratories, students can use the same materials wherever they are working. Students can study at home if they have a computer that can connect to their school's computer. Computers can be connected among schools, and teachers can use them to share materials and information. Teachers can get materials from commercial companies, networks, or databases, even from foreign countries. It is possible to communicate with people in many foreign countries for a nominal charge. Note-type computers are getting cheaper, and some schools are lending them to students, so that they can take them home and use them at any time.
Students can use computers to build on the work they have done. For example, they can use a word processing program to write a composition, to edit it before they turn it in to the teacher, and then to change the composition based on their teacher's comments. The computer allows them to make corrections easily so that they do not have to retype the final draft. Students can also use computers to work on projects with their classmates, such as a class newspaper, and classmates can comment on each other's work and make changes.
There are computer programs to check spelling and grammar. These allow students to avoid mechanical errors and pay more attention to more substantial matters.
No matter how simple computers and software are, students need to learn a great deal to use them. Just learning to use the computers and software often requires time and energy before students can even begin to use them to study a subject. Input is usually from a keyboard, so students need to learn to type fairly well before they can use computers effectively.
Some students can never really adjust to using computers. They are never comfortable with them, and these students often make mistakes. CAI is not most effectively used for traditional classes. To use
computers most effectively, it is necessary to develop new methods and materials that are specifically for computers, rather than just transferring materials from a book to a computer. It may also be necessary to change the way students are evaluated.
It is also necessary to train teachers. They need to understand the theory behind CAI as well as how to use computers. They have to learn the best methods for teaching classes with computers. Teachers can take courses on CAI, attend conferences and orientations, and share ideas with other teachers.
There are many limitations of equipment and facilities, and some teachers may not be able to do what they want to do. Once computer laboratories are established, it is not possible to re-equip them for several years. During that period, hardware and software developments will occur. It is necessary to make good decisions about what the computers will be used for and to buy the most appropriate hardware and software for those purposes, which preferably can be upgraded easily when technology changes.
There are some potential problems with CAI programs. Programs can be used by certain computers only. Some of them need special equipment such as a CD-ROM, a laser disk, a soundboard, a videoboard, or a speaker. Materials are usually expensive, and good materials are not easy to make. Simple programs are often unsatisfactory, and complicated ones are too difficult to make. Making computer materials requires a knowledge of developing English teaching materials and also of computer programming. CAI materials are more complicated than textbooks, so it is difficult to make good ones.
Even choosing materials is not easy. Because of the expense and difficulties involved, it is very important to buy materials that are appropriate for the students and for the goals of the class. I have discussed the issues involved in selection of computer materials elsewhere (Kitao, 1992c; Kitao, 1992d). While materials appropriate for college students is still limited, they are gradually being developed (e.g., Kitao, Kitao, Shimatani, and Ota, 1993).
Individualized instruction is a philosophy of education that emphasizes giving appropriate instruction to each student. Teachers can provide materials that meet different goals, employ different methods, and have different content and levels of difficulty. Students can work at their own pace. This means that students are the center of learning, and teachers help them learn. It requires students to take more responsibility for their learning, to learn how to learn. In individualized instruction, students should be evaluated on whatever they have learned. This is very different from traditional teaching, and it is necessary to study methods, techniques, and materials for individualized instruction and to train teachers to do it.
CAI has the potential to enhance individualized instruction without requiring an increase in the number of teachers. Computers can help students learn, because they present materials better than textbooks do, and they keep records.
In order to have good individualized instruction, we need facilities, machines and equipment, materials, and personnel to help students.
Some of the major advantages of individualized instruction is that it encourages active learning, uses the results of previous learning, promotes learning with comprehension, and allows students to see their progress.
Some drawbacks of individualized instruction are that it is expensive, it requires teacher training, and it increases the teacher's workload.
Individualizing a whole program of instruction is very difficult. However, it is possible to partially individualize instruction, for example, by allowing students to work at their own pace or to choose the content of the materials they want to study, the method by which they want to learn, or the level of difficulty of the materials they use. In my experience, students are happy with even partially individualized instruction, and it is more effective than traditional teaching (Kitao, 1993c; Kitao, 1994b).
1. When using a computer, students must study actively. They cannot just passively listen to the teacher, as they do in a lecture class. They must think and learn with the assistance of a computer.
2. Students and teachers can see how well students are learning and what their problems are. Teachers can adjust the class to students' learning.
3. Instruction can be individualized, and each student can learn according to his/her ability, both in the difficulty level and the pace. Students can learn about subjects in which they are interested with their own learning styles.
4. Learning with a computer is inherently more interesting, and students do not get bored as easily.
5. In my experience, students can process more materials with a computer than with a textbook in the same amount of time.
So far, my students have been, for the most part, satisfied with the results of their learning in my CAI classes. These classes have had fewer absences and dropouts than other classes, and the students seemed to make progress in learning English (Kitao, 1990-1992; Kitao, 1991a; Kitao, 1991b; Kitao, 1992a; Kitao, 1992b; Kitao, 1993b; Kitao, 1993d; Kitao, Ishihara, and Yamauchi, 1992).
It is also a good idea to go to computer business shows to learn what computers can do, what kinds of software are available, and what you can do with them. We did this at the beginning of our CAI research project, which was very successful (Doshisha Daigaku Johoshori Kyodo Kenkyu Team [The Study Group of Computer Education Research at Doshisha University], 1992).
It is also important that you actually try out computer programs. You can go to the LLA conference, for example, and see what other people have done. Exhibits of computer software help you understand what you can do with certain software. While these exhibits are useful for getting an idea of what software is capable of, they will not provide enough information about an overall program. One way to learn about overall programs is to visit universities that already have CAI programs and see what they are doing. In preparing to organize the CAI program at Doshisha University, faculty members visited several other colleges, and people from other colleges have visited Doshisha to observe CAI classes.
TESL-L is a large list for teachers of English to speakers of other languages. There are sub-groups such as TESLCA-L for CAI, TESLFF- L, FESLIE-L, TESLIT-L, TESLJB-L, and TESLMW-L. You can subscribe to these free. You can also subscribe to TESL-EJ, an electronic journal on TESOL, which is also free. If you have any questions about issues related to CAI and language teaching, you can send your question to the list and usually obtain information you need fairly quickly. (See the appendix.)
Commercial databases are also useful. NEXIS covers many newspapers from all over the world, and some broadcasts as well. It costs only 50,000 yen per month for unlimited use. Many universities are already subscribing. Nishinoh (1994) has already developed some mini databases of newspaper articles on the topics his students were interested in, and he has used them to teach the reading of English newspapers.
Nikkei Telecom covers Japanese English newspapers. There are also commercial networks such as Niftyserve and PC-VAN, which you can use for E mail and some databases and software. You can connect to the Internet as well. Tom Robb of Kyoto Sangyo University and Yoko Takagi of Teleclass International have had students exchange letters with foreign pen pals. (See appendix.) Mr. Robb offers tips on having students communicate by E mail in TESL-L, and Ms. Takagi is helping to find teachers who would like to participate in such a project.
If you are working for a college, you can open an account at the computer center of a large national university, such as Kyushu University, Osaka University, Kyoto University, or Nagoya University, where you can use Bitnet or the Internet. Many colleges have workstations which are connected with the Internet, through which teachers can connect to many computer networks. These can connect you to many computers throughout the world. You can transfer files from many, many computers. If you are a member of LLA, you can open the account at NACSIS, and you can use it for E mail (Ozeki, 1994).
Judging from my seven years of experience in developing English CAI programs at Doshisha University, it is a good idea to make a team to develop a program, including developing and/or choosing materials, and it is necessary to include specialists on hardware and software. Without their help, it is difficult to use computers to teach English effectively. It is also necessary to have administrative support and a budget for maintenance of hardware and software, including purchasing.
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Kitao, K., Kitao, S. K., Shimatani, H., & Ota, S. (1993). Grammar master. Tokyo: Eichosha.
Kluge, D., et al. (Eds.). (1994). The proceedings of the National Conference on Computer and Composition 1993. Nagoya: CALL- SIG.
LLA Kansaishibu [LLA Kansai Chapter]. (1994). LLA Kansai Shibu Shuroku No. 5: Multi-media to Gaikokugo Kyoiku [LLA Kansai Chapter Collected Papers No. 5: Multi-media and Foreign Language Education]. Kyoto: LLA Kansai Chapter.
Nishinoh, H. (1994). Eibun kiji corpus to kani BBS system o mochiita jiji eigo kyoju no kokoromi [A trial of teaching current English using an English newspaper corpus and a simple BBS system]. In LLA. (Ed.), Dai 34 kai zenkoku kenkyu taikai happyo ronshu [The proceedings of the 34th annual convention] (pp. 50-53). Kyoto: LLA Conference Committee.
Nozawa, K., Shimatani, H., & Yamamoto, M. (Eds.). (1993). Computer riyo no gaikokugo kyoiku: CAI no doko to jissen [Foreign language education using computers: Trends and practice in CAI]. Tokyo: Eichosha.
Ozeki, S. (1994). Kyoiku no tameno denshi mail no riyo: Technical notes No. 3 [The use of E mail for education]. LLA Newsletter, 63, 6- 10.
TESL-EJ (electronic journal on TESOL) listserv@cmsa.berkeley.edu
CAI
JACET (Japan Association of College English Teachers)
(Some chapters have
study groups on CAI.)
JALT CALL-SIG (Japan Association of Language Teachers:
Computer Assisted
Language Learning Special Interest Group) Phone 052-799-2089 David Kluge
LLA (Language Laboratory Association) (Some chapters have study groups on
CAI.)
Multimedia Study Group : ozeki@isc.chubu.ac.jp
Shuji Ozeki :
Niftyserve MAG00211
Masatoshi Sugiura : Niftyserve MHB02601
(Teachers
interested in multi-media or CAI are exchanging ideas and information. If you
have a fax and just want to get information, you can join for an annual fee of
3,000 yen.)
NACSIS (National Center for Science Information Systems
Phone 03-3942-2351
Fax 03-3942-6900
Shiritsu Daigaku Joho Kyoiku Kyokai (Japan Universities Association for
Computer Education (JUCE: Shijokyo)
Phone 03-3261-2798 Fax 03-3261-5473
Teleclass International Yoko Takagi ytakagi@apic.or.jp
(This is good for
those interested in have correspondence with other classes throughout the
world.)
TESOL 1600 Cameron Street, Suite 300, Alexandria, VA 22314 Phone 703-836-0774
Commercial Database
NEXIS & Nikkei Telecom
Nekkei Sogo Hanbai
Phone 03-3256-2260
06-202-0931
Useful E Mail Addresses
Thomas Robb : trobb@cc.kyoto-su.ac.jp
(He is involved in TESL-L, TESL-EJ
and TESL student lists.)
Haruo Nishinoh : Niftyserve GBA01431 :
hnishino@doshisha.ac.jp
(He has used NEXIS database to teach reading English
newspapers.)
Kenji Kitao : kkitao@doshisha.ac.jp Phone 07746-5-7070
Funds for CAI
Kokusai Communication Kikin
2-3-1 Nishishinjyuku, Shinjyuku-ku, Tokyo
163-03 Phone 03-3347-7094
research, hosting international
conferences
attending international conferences,
social and cultural
activities
Denki Tshushin Fukyu Zaidan
Nishishinbashi Wako Bldg. 5F
1-6-11
Nishishinbashi, Minatoku, Tokyo 105 Phone 03-3580-3411
Writer:
Kenji Kitao received his MA and PhD in TESOL from the University of Kansas. He is a professor at Doshisha University. He is co-author of _Intercultural Communication: Between Japan and the United States_, _Hajimete no CAI_, _Computer Riyo no Gaikokugo Kyoiku_, and numerous English language textbooks.
Source:
Kitao, K., & Kitao, S. K. (1995). _English Teaching: Theory, Research, and Practice_ Tokyo: Eichosha. pp. 473-497. ISBN 4-268-00243-x C3082
If you find any problems, let me know.