ABSTRACT
Language technology advances have given language teachers and learners new ways:
to improve the degree of automation of irrelevant, tedious tasks of exercise and test generation and verification;
to use new methods of active learning by supplementing the more passive learning by seeing and learning;
to supersede paper reference books, text books, grammars and dictionaries by electronic multimedia counterparts with navigation, full text search, hypertext links, annotation, etc.;
to supersede the traditional classroom by the computer classroom, which has students’ computers plus instructor’s (teacher’s) podium with computer (Harger 1996);
to provide an avenue for assistance and cooperation among universities, industry, and professional societies with the help of the WWW and the Internet (Kriz 1996, Kruyt, Raaijmakers, van der Kamp & van Strien 1995).
