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• A Critical Review of Selected Computer Assisted Language Testing Instruments

  3-6

  Magdolna Feketéné Silye

  Troy B. Wiwczaroski

  Views:

  139

  Over the past few decades, a fairly large literature examining the effectiveness of computer-assisted language learning (CALL) has been developed. The findings indicate that language learners have generally positive attitudes toward using computers in the classroom. Less is known, however, about the more specific areas of computers in language testing. The purpose of this article is to examine recent developments in language testing that directly involve computer use. After a brief overview of computer-based testing (CBT) in general, web-based testing (WBT) is defined and certain issues reviewed.

• Report Writing in ESP Classes for Advanced Level Students

  16-18

  Troy B. Wiwczaroski

  Views:

  75

  The author discusses the importance of formal training in writing, and introduces, step-by-step, the requirements and conventions of writing necessary for all university students to master. In doing so, he points to gaps, both in curricula and in student knowledge, which first need to be addressed, in order to ensure institutions meet successful educational goals.

• The Misunderstood Role of Foreign Language Departments as Integrators of Knowledge Across Disciplines

  74-78

  Troy B. Wiwczaroski

  Views:

  76

  Special purpose language courses have always pushed the boundaries that set them apart from, for instance, courses offered in a business department. When we as foreign language teachers enter the special purpose language classroom and begin to explore such areas as ecology, agriculture, biology, mathematics or even law, we inevitably have had to immerse ourselves in those disciplines, in order to be effective. Foreign language departments, like those from any other field of academia, are continually developing courses with cross-disciplinary topics which challenge the competence of our staffs. However, my experience tells me that our ability as language teachers to integrate knowledge from across the disciplinary spectrum is misunderstood, mistrusted and under-exploited. This article explores this unused, and sometimes undiscovered, potential.