ABSTRACT
The goal of this chapter is to establish criteria for the effective assessment of Com-
puter-Assisted Language Learning (CALL). The chapter stresses the need for the
assessment of CALL to focus on pedagogy rather than on technology and especially
on the need to move beyond the simple measurement of immediate learning out-
comes. It argues that the evaluation of instructional technology for foreign languages
must take into account both its long-term contribution to the entire foreign-language
curriculum and its salutary effects upon students in general.
