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Table of Contents
Articles
| The Relationship Between Scrolling, Negotiation, and Self-Initiated Self-Repair in an SCMC Environment | |
| Bryan Smith | 231-245 |
| Individual Learner Differences in CALL: The Field Independence/Dependence (FID) Construct | |
| Carol A. Chapelle , Trude Heift | 246-266 |
| Supporting Student Differences in Listening Comprehension and Vocabulary Learning with Multimedia Annotations | |
| Linda C. Jones | 267-289 |
| Designing a Workable Framework for Evaluating Distance Language Instruction | |
| Irshat Madyarov | 290-308 |
| A Context-Based Online Diagnostic Test of Spanish | |
| Jerry W. Larson , Harold H. Hendricks | 309-323 |
| Deepened Mirrors of Cultural Learning: Expressing Identity Through E-writing | |
| Martin Andrew | 324-336 |
| Virtual Immersion: The Role of CAVE and PC Technology | |
| Mary Grantham O'Brien , Richard Levy , Annika Orich | 337-362 |
| CALL Evaluation for Early Foreign Language Learning: A Review of the Literature and a Framework for Evaluation | |
| Eduardo García-Villada | 363-389 |
| Student Agency and Language-Learning Processes and Outcomes in International Online Environments | |
| Olga Basharina | 390-412 |
| Synchronous Versus Asynchronous CMC and Transfer to Japanese Oral Performance | |
| Maki Hirotani | 413-438 |
Software Reviews
| Review of Tesoros On-line: A Multimedia-based Spanish Course | |
| Tammy Jandrey Hertel | 339-347 |
| Review of Livemocha as an online language-learning community | |
| Min Jung Jee , Min Jung Park | 448-456 |
| Review of Chinese 101 & 102 | |
| Fan Zhu | 457-467 |
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