Computer Assisted Language Learning/Teaching

Following the actual trends in European education, " Babeş-Bolyai " University offers to the foreign students the possibility to study and/or improve their skills in Romanian. Our objective in this paper is to present how Clipflair, a cloud-based platform for Romanian as foreign language (RLS) learning can be a fun and interactive tool for the students interested in this language. We will focus on the Romanian as foreign language module of Clipflair platform and will illustrate the way Clipflair facilitates the access of the students to attractive learning contents and makes language learning a more enriching experience.

Keywords: Romanian as foreign language, Clipflair, blended learning, computer assisted learning, virtual platform for language learning. Cuvinte-cheie: Limba română ca limbă străină, RLS, Clipflair, predarea limbilor străine asistată de calculator, platformă virtuală pentru învăţarea limbilor străine.

This article revisits the issue of the normalisation of technology in language education, defined as the stage at which a technology is used in language education without our being consciously aware of its role as a technology, as an effective element in the language learning process (Bax, 2003). It draws on the literature relating to the history of sociotechnical innovation (Bijker, 1997) to develop the theoretical basis of the concept and examines normalisation in the light of a neo-Vygotskian conceptual framework, in order to establish a set of central principles by which to understand and interpret the normalisation process. It then considers the implications for the language teacher and other change agents, with proposals for how to introduce new technologies into language education settings with maximum impact.

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In managing online learning, most educational institutions utilize Learning Management Systems (LMS). It is a learning platform that allows the administrators of the institution to manage and monitor learners, teachers and content of courses. Learners of this online learning environment have access to a variety of online learning tools and features that allow them to communicate with peers as well as instructors. Hence, these learners need to be equipped with appropriate learning strategies, particularly metacognitive strategies to help them manage their learning. As for English as a Second Language (ESL) learners, employing appropriate metacognitive strategies may help them regulate, plan, manage and monitor their learning. The study aims to investigate the metacognitive online reading strategies of adult learners of an ESL course at Universiti Technology MARA, Malaysia. A survey was used to gather information of these adult learners in semester one and two. The survey is adapted from the online survey of reading strategies or OSORS developed by Anderson (2003). The results of the survey reveal that the learners mostly used global reading strategies followed by problem solving strategies and support reading strategies. Also, independent t-test reveals that there is no significant difference between semester one and semester two students in using global reading strategies, problem solving strategies and support reading strategies. As indicated by the results of this study, it can be concluded that the learners have learning goals and purpose since they used mainly global reading strategies, but they do not effectively utilize online learning tools and features that are available in the LMS.

Audience/Level: ESL/EFL teachers and teacher trainers of all levels

Technology has become an integral part of our personal and professional lives. Although we use computers and the Internet on a daily basis to read emails, tweets, Facebook newsfeeds, news, articles, books, and so on, we may still find it difficult to select and design effective instructional technologies for language learning purposes. In this Quick Tip, I will showcase the PRIME framework, through which teachers can design Productive, Real, Interactive, Meaningful, and Engaging computer-assisted language learning (CALL) activities.

The emerging technology has made this world a global village where one can connect easily to another by avoiding space difference. Similarly, this technology has made learning easy and accessible. This research aims to define how the technology opens new doors to learn new ways even in those subjects which seem boring or hectic for students. Internet has made learning communicative and conducive for students. The study explores the differences between reading through electronic media and a book which notes much difference between two. The study also explores how students are motivated towards reading comprehension and finding it enjoyable not boring. It helps to motivate teachers to use digital tools to engage students in the classroom. For teacher, it is a useful tool for making lesson plan and for students it is the curiosity to explore the world of knowledge. Internet has made the language learning easy and interesting in comparison to traditional methods of teaching English by introducing new soft wares which are easy to access and cover all four skills. The paper further addresses the question of whether internet can contribute in improving reading skill among second language learners, and speculates as to how internet based activities might be integrated into language programs in order to increase motivation towards reading comprehension. For collection of data questionnaire was used which was administered on random sampling of the university students.

This research aims to study identity construction of foreign language learners in foreign language learning class rooms. It investigates the influence of English foreign language on Pakistani students' identity. Forty (40) students who were studying English as second language in Lahore College for Women University, Pakistan participated in this research. The participants filled questionnaire and were interviewed. Results show that identity is fluid and changing. This research recommends educators and policy makers to develop such policies which could enhance students' identity; thus, students could identify themselves as good Muslims, good Pakistanis and a peaceful member of global community.

The research paper was intended to explore Pakistani University ESL learners' perceptions about being motivated and demotivated in learning second language, especially in engineering university. It investigated the causes that affect students' motivation in ESL class, it also examine the factors which students perceive as demotivator in learning second language. This new concept of L2 motivation is given by Dörnyei. Demotivated learner is also a motivated learner but because of certain reasons, sometimes one factor has lost his/ her pledge or interest in language learning. These reasons for losing interest can be called demotivation. This study is cross sectional in its design. I used Quantitative method. For Quantitative data, I constructed second language motivational research questionnaire to determine the factors, which might affect students' motivation level for learning English in ESL classes at Engineering University. The sample size was 30 which were first year students age between 17-20.The data was examined using descriptive and inferential statistics in SPSS which is frequency test, independent sample T-test, item means and standard deviations.

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The proliferation of online simulation games across the globe in many different languages offers Computer Assisted Language Learning (CALL) researchers an opportunity to examine how language learning occurs in such virtual environments. While there has recently been an increase in the number of exploratory studies involving learning experiences of predominantly English as a Second or Foreign Language (ESL/EFL) participants in these environments, the context of a Japanese as a Foreign Language (JFL) classrooms has rarely been examined. To address this, this study investigates a Second Language Acquisition-theory driven instantiation of CALL within the context of a JFL classroom.  Through a mixed-method case study approach, participants’ natural acquisition of Japanese in a 3D virtual environment was examined. Data detailing participants’ communicative capacities in several modalities were collected, as were their attitudes toward participation in a massively multiplayer online (MMO)-based virtual world of Tokyo.

In the present study, eight sources of data from eleven university-level JFL students (n=11) were collected and analyzed to evaluate the learning outcomes from an integrative CALL framework (Warschauer, 2004; Yamazaki, 2014).  Based on both interpretative and statistical analyses of data, the major finding of the present study was that the participants, when immersed in the 3D virtual world of Tokyo, acquired contextualized communicative competence. More specifically, quantitative analyses revealed statistically significant improvement in the participants’ acquisition of incidentally encountered vocabulary, in particular, kanji pronunciation and vocabulary interpretation. Qualitative analyses revealed participants’ acquisition of various communicative competencies specific to the context, including persuasive talk, concept of audience, collaborative communication, and colloquial expressions. Data from a post-hoc reflection survey provided strong evidence that most students found the course to be effective, as it made them use Japanese more than in a regular class, and thereby developed more necessary communicative skills to function in Japan.

Netnography (Kozinets, 2010) is an ethnographic approach to study communities
that exist primarily online. Engaging in online participant observation, the
netnographer connects to the online community through a computer screen, and
the field is located inside the screen. Although it has been used in marketing
research extensively, netnography is a relatively new methodology in educational
research. In this paper, I give an overview of netnography and its applicability in
studying online language teaching communities. Drawing upon a netnography
of a globally-distributed online community of practice of English language teachers,
Webheads in Action, I provide detailed accounts of my experiences during
data collection and particular methodological considerations in netnography in
order to shed light on the often untold aspects of an ethnographic design in online
research that involves participant observation. I conclude with a discussion of
possible benefits of a participant observer approach in netnography in understanding
the culture of online language teaching communities, and invite CALL
researchers to consider netnography and online participant observation in their
future studies.

This article takes a closer look at the notion of “anywhere anytime” learning as viewed
through the lens of Ecological Constructivism, the paradigm put forth to explain contextembedded
processes of learning (Palalas 2012), and instantiated here by mobile-assisted
language learning (MALL). Starting with the theoretical framework of MALL and presentation
of Ecological Constructivism, the discussion delves into the concept of the flexibility of mlearning
and its constraints. A MALL Task Typology is proposed to outline the basic variants of the timeplace-grouping
interdependencies and highlight their significance in mlearning design and
practice. MALL tasks and activities that exemplify the time-place-grouping options are offered
along with practical guidelines pertaining to the design of MALL applications.

The online student response system (SRS) is a technological tool that can be effectively implemented in English language classroom contexts and be used to promote students' active learning. In this qualitative study, Socrative, a Web 2.0 software, was integrated with active learning activities and used as an SRS to explore English second language learners' (ESL) perceptions of the use of this tool. The results showed that both techniques (SRS and active learning activities) contributed to increasing the students' level of engagement, promoted their critical thinking, and stimulated their collaboration. This current research describes the benefits of SRS in supporting ESL students' active learning.

Computer-assisted language learning (CALL) has generated much interest among language teachers, especially since the number of language laboratories in academic institutions increased in the 1960s. More research into how CALL influences students’ attitudes to learning and language proficiency has been conducted as computers have become cheaper and more accessible. More recently, blended learning, integrating the use of the Internet into regular classroom environments, has grown in popularity. One example of blended learning, the flipped classroom, has also received much attention from a wide range of scholars. In this study, I investigate how using the flipped method affects students’ efforts in comparison to those studying in a traditional classroom

In language learning, mastery of vocabulary is crucial. However, in Indonesia, where English is taught as a foreign language, vocabulary is often taught incidentally and given little priority. Due to the importance of vocabulary, a comprehensive language learning strategy is needed. As an example, vocabulary-learning strategies (VLS) can facilitate the development of vocabulary. This study aims at investigating VLS used by junior high school students in learning English. The data were collected by using Schmitt’s vocabulary learning strategies questionnaire. The questionnaire consists of 31 statements administered to 50 junior high school students in the 8th grade at SMP N I Salatiga. Interviews were also conducted to obtain more information from the participants. The results show that the students choose practical, simple and fast strategies in learning vocabulary. Strategies such as checking if the word is also an Indonesian word, guessing the word’s meaning from the context, asking the teacher to give the definition, studying the word with their classmates, remembering the word by studying and paying attention to the word’s spelling, underlining the word, and using English media were frequently chosen in this study.

This quasi-experimental study examined whether TED (Technology, Entertainment, Design) talks could improve the listening skills of Iranian EFL learners. The study also explored whether the different media of instruction could have differing impacts on the students' learning. Sixty intermediate level male learners aged between 18 and 20 in three intact classes (n1=n2=n3=20) were the participants selected through convenience sampling. The groups were randomly assigned to two experimental groups and one control group after ensuring that they were at the same level of language proficiency. One of the experimental groups watched TED talks via mobile devices, another group watched them through laptops, and the control group practiced listening through DVDs and CDs of the course textbook (American File 2) for ten sessions. It is worth mentioning that the mobile group watched the videos outside of the class, whereas the laptop and control groups practiced listening in the class. Every s...

Netflix, which has been increasing in popularity during recent years and has millions of viewers, is an international platform since it has multicultural films and their translations. Due to the content of TV series, films, documentaries, and various programs on Netflix, it appeals to the young and adult audiences and besides, offers unique options for children. This study aims to argue that the programs on Netflix are supportive, especially in learning and supporting a second foreign language. Second foreign language learning methods and language competence topics constitute the theoretical background. As a general theme, using videos, and movies in learning and developing foreign language is taken as a basis. Within the scope of this research, a questionnaire consisting of 8 questions to analyse the Netflix programs was used and given to a sample of 150 students studying translation in the English-Turkish language pair. These students are Netflix programs' audiences. The data obtained from the questionnaire has been analysed with the descriptive analysis method and a general situation assessment has been received concerning whether Netflix could help improve foreign language competence. As a result of this research, it has been determined that Netflix programs as a video-film category may contribute to the development of the second language. Thus, by using it in a controlled manner, Netflix may contribute to foreign language competence. KEYWORDS Netflix, digital media, language competence, foreign language education, second language (L2) CLASSIFICATION JEL: I29, Z13

İleri düzey Türkçe derslerine giren öğrencilerin sayısının azlığı Amerika Birleşik Devletleri’ndeki ilgili bölümlerin bu öğrenciler için esnek kurslar açmasına ya da çoğu kez böyle bir seçeneği sunamamasına neden olmaktadır. Buna olası bir çözüm ileri düzey öğrencilerin ihtiyaçlarına hitap edecek çevrimiçi kurslar geliştirmektir. Bununla birlikte, çevrimiçi dil sınıflarının tasarım ve geliştirilmesi alan temelli kurslardan daha karmaşıktır ve kendi zorlukları vardır. Bu çalışma, bu zorlukları göz önünde bulundurarak ve bunlara alternatif bir çözüm getirmeyi umarak, yabancı dil olarak Türkçe öğreten eğitimcilere yardımcı olacak teknoloji temelli öğretim materyali olan web maceralarını tanıtmayı amaçlamaktadır. Web maceralarının teorisi ve “Kültür ve Edebiyat Müzesi” adındaki örnek bir web macerasının gelişim aşamaları açıklanmış, bu materyalerin Türkçe öğrencilerine olan olası faydaları tartışılmıştır. Bu giriş niteliğindeki çalışmanın, öğrenciler için sistematik bir biçimde geliştirip kullanılabilecek bir web tabanlı materyalini tanıtarak Türkçe öğreten eğitmenlerin mesleki gelişimlerine katkıda bulunması beklenmektedir.
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The low number of registered students in advanced level courses of Turkish may force departments to either offer a loosely structured course for these learners or in many occasions, no class at all in the United States. One potential solution for this is to develop online courses to address the needs of advanced level learners. However, the design and the development of online language classes can be more complex than content courses and has its own challenges. Considering the challenges and presenting a potential alternative to these, this paper aims to introduce webquests, which are technology-based teaching materials that can assist Turkish as a foreign language instructors. The theory behind the webquests and the development of a sample webquest titled “The Museum of Culture and Literature” are explained, potential benefits for learners of Turkish are discussed. This introductory paper is expected to contribute to the professional development of Turkish language instructors by offering them a systematic way of developing and practicing web-based materials for their learners.

This study first explores intermediate-level English learners’ preferences for hypermedia annotations while they are engaged in reading a hypermedia text. Second, it examines whether multimedia annotations facilitate reading comprehension in the second language. The participants were 44 adult learners of English as a foreign language studying English for Academic Purposes. Data were collected through a tracking tool, a reading comprehension test, a questionnaire, and interviews. Results indicate that learners preferred visual annotations significantly more than textual and audio annotations. On the other hand, a negative relationship was found between annotation use and reading comprehension. Especially, pronunciations, audiorecordings, and videos were found to affect reading comprehension negatively. However, the qualitative data revealed that the participants had positive attitudes towards annotations and hypermedia reading in general.

Currently, we are in the process of editing a forthcoming publication entitled “Cross-Cultural Perspectives on Technology-Enhanced Language Learning”, to be published by IGI Global, an international publisher of progressive academic research. We would like to take this opportunity to cordially invite you to submit your work for consideration in this publication.

Please visit http://www.igi-global.com/publish/call-for-papers/call-details/2687 for more details regarding this publication and to submit your work. You can also find detailed manuscript formatting and submission guidelines at http://www.igi-global.com/publish/contributor-resources/before-you-write/. If you have any questions or concerns, please do not hesitate to contact us. Thank you very much for your consideration of this invitation, and we hope to hear from you by April 30, 2017!

Kindly find the attached file for further information.
(If you find this CFP an interesting one, please circulate among your colleagues and students!)

Best wishes,
Dara Tafazoli, University of Córdoba, Spain
Mª Elena Gómez Parra, University of Córdoba, Spain
Cristina A. Huertas Abril, University of Córdoba, Spain
Editors
Cross-Cultural Perspectives on Technology-Enhanced Language Learning

Dear Colleagues,

I hope this post finds you well! Currently, a team of English language educators (Hayo Reinders, Dara Tafazoli, Andrew Littlejohn & Christine Coombe ) are in the process of editing a forthcoming publication entitled “Innovation in Language Learning & Teaching: The Case of the Middle East & North Africa”, to be published by Palgrave MacMillan, an international publisher of progressive academic research. We have some fabulous authors committed to this project buy have a number of chapters open for contribution. I would like to take this opportunity to cordially invite you to submit your work for consideration in this publication.

Please visit Call for Paper for more details regarding this publication and to submit your work. If you have any questions or concerns, please do not hesitate to contact me at [email protected]. Thank you very much for your consideration of this invitation, and I hope to hear from you by February 28, 2017!

Best wishes,
Dara Tafazoli

On behalf of the editorial board
Hayo Reinders (Anaheim University, USA)
Dara Tafazoli (University of Cordoba, Spain)
Andrew Littlejohn (Lancaster University, UK)
Christine Coombe (Dubai Men’s College, UAE)

. A comparative analysis for teaching idioms: Intuition, COCA, and a book. Journal of the Korea English Education Society, 15(2), 31-48. This article reports comparative results of native English speaking teachers' intuition, an idiom book, and online corpora analysis for idioms. In order to investigate their differences, the intuition of 30 native English teachers was examined in terms of frequency, collocations, and registers for five idioms from the idiom book, Against All Odds, in comparison to the Corpus of Contemporary American English (COCA). In addition, the idiom book's information on definitions and phraseology with the same five idioms was compared with COCA analysis to see whether the idiom textbook can sufficiently provide linguistic information. This study found that although teachers' intuition showed collocations were better in providing specific contexts to convey meaning than COCA examples, COCA analysis shows valid results for frequency and registers. Thus, both COCA and teachers' intuition may need to complement one another. It also indicated that the idiom book does not have enough information about definitions and phraseology; thus it needs to provide more detailed examples within the usage contexts. Based on these findings, this research provides English teachers and idiom book authors with useful insights for effective English idiom teaching using online corpora. [teachers' intuition/online corpora/idiom textbook/collocate/frequency 교사의 직관/온라인 코포라/이디엄 책/연어/빈도수]

His interests and research include cultural-historical and usage-based approaches to language development, language use and learning in new media and online gaming environments, and theoretical investigations of language, communication, and development. He is currently working on a variety of projects that examine technology-mediated language learning occurring within and outside of formal educational settings, ancestral language maintenance and revitalization among the Yup'ik in Alaska, computational approaches to the assessment of linguistic complexity, and with colleagues at the University of Groningen, is exploring the conceptual consequences of divergent theories of second language development. His

Due to the rapid development of gaming technologies in recent years, there has been a surge of interest in the role that digital games can play in foreign and second language learning. Bringing together innovative research from an international team of contributors, this book provides a comprehensive overview of the use of digital games in computer-assisted language learning (CALL).

The book firstly lays the theoretical foundations and outlines various rationales for using digital games, incorporating contemporary theories of second language acquisition. It also explores the development and impact of digital games designed specifically for language learning, giving due consideration to design principles, pedagogical requirements and student health. Chapters then draw on case studies from Europe and Japan to analyse in-game interaction, attitudes and participation in both institutional and out-of-classroom settings.

Seamlessly combining theory with practical application, this book outlines recent developments in the field and the direction of future research, and is a valuable resource for instructors, researchers and practitioners who are designing games or looking to use them in their classrooms.

YouTube videos are immensely used for English language learning at tertiary level both by the language learners and teachers in Bangladesh. Incorporation of new media tool like YouTube has inspired learners and teachers to make English language teaching-learning more fruitful. The aim of the current study is to investigate the use of YouTube in enhancing learners' English language proficiency. Qualitative research method is used in the study. Data was collected through six Focus Group Discussions with 30 students from tertiary level. Each FGD consisted of five informants from tertiary level. The collected data was analysed through coding and presenting the emerged broad themes under key headings. The result of the study shows that students of tertiary level find YouTube as a motivating medium through which they are able to enhance their speech delivery, pronunciation, intonation, grammatical skills, listening skills, and elucidate personal language problems. However, the study also indicates that the language learning videos accessible in YouTube sometimes comprise of culturally unsuited dress-up and attitude of the speaker which give the learners cultural shock. The study recommends learners and teachers choose culturally appropriate language learning videos for active and fruitful learning.

Phonology represents an important part of the English language; however, in the course of English language acquisition, it is rarely treated with proper attention. Connected speech is one of the aspects essential for successful communication, which comprises effective auditory perception and speech production. In this paper I explored phonemic assimilation, which results in successive sounds at word boundaries influencing each other, as an element of connected speech, and studied how teaching it can be supported with computer-assisted language learning. The  research conducted revealed that elements of phonemic assimilation are found frequently in all styles of speech and thus, the knowledge of it is necessary for developing proper listening and speaking skills. I advocate the use of the Internet as one of the best possible resources of listening materials for learning phonemic variations and show how various web tools and means of technology can be used for preparing, presenting and storing educational materials. I believe this article makes a contribution to the corpus of research and instruction on connected speech as part of the standard British accent and will have an impact in raising general awareness of its significant role in the process of English language learning.

Three Models of Reading Process;The reading process involves the text, the reader, and the interaction between the two. Theorists have proposed three basic models of how reading occurs: bottom-up, top-down, and interactive. The function of background knowledge in the reading process is formalized in schema theory.  According to schema theory, the reader brings previously acquired background knowledge organized into interrelated patterns, or schemata, to the reading process. Then the reader creates meaning by relating the text to this background knowledge, including knowledge of customs and beliefs from his or her own experiences.

(Chapelle, 2001, p. 3). Computer-assisted language learning (CALL) was the expression agreed upon at the 1983 TESOL convention in a meeting of all interested participants. This term is widely used to refer to the area of technology and second language teaching and learning despite the fact that revisions for the term are suggested regularly 
(Levy, 1997, p.1). Computer Assisted Language Learning (CALL) may be defined as the search for and study of applications of the computer in language teaching and learning.

Marianne Nikolov’s Assessing Young Learners of English: Global and local Perspectives is an edited collection published as part of a comprehensive book series entitled Educational Linguistics. This book specifically elucidates the complexities of assessing young language learners (YLLs) in foreign language contexts that evolve out of interactions among young learners’ individual differences, specific contextual and teacher- and parent-related variables, and languages they are learning. The collection is composed of 13 studies authored by a number of scholars in the field.

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The study aimed at establishing the relationship between the quality of accounting information and financial performance of the public sector in Uganda. Despite the continuous production of accounting information as required by the Government Financial and Accounting Regulations and adoption of IPSAS, there is widespread reported misuse of resources and poor accountability. The central question of the study was whether quality of accounting information had any impact on the financial performance of the public sector. The researcher adopted a blend of cross-sectional and descriptive research designs and stratified random sampling. The primary respondents were the City division who participate in the allocation and control of financial resources and act as watchdogs of the financial management process of the divisions on behalf of their electorates. A research questionnaire that addressed the quality attributes of accounting information was tested for validity and reliability and administered to collect primary data. Audited financial performance data was also analyzed. It was discovered that Relevance, reliability, understandability, accuracy and timeliness were true measures of the quality of accounting information through factor analysis. T-tests and ratio analysis revealed that the reporting units where financial accounting information was perceived of high quality reflected higher levels of financial performance. Regression and correlation analyses revealed a significant positive relationship with approximately 58% of the financial performance levels attributed to financial information quality. It is therefore desirable that public sector entities employ highly skilled professionals that adhere to reporting requirements of the legal and regulatory framework.

This paper will combine a critical examination of the history of Information and Communication Technology (ICT), more particularly, Computer Assisted Language Learning (CALL) (see Section 2) with a study of its relationships with Second Language Acquisition theories. We will review the findings of 4 main fields of research: the Cognitive Linguistics approach, the Psycholinguistic perspective, the General Human Learning and the Language in Social Context approaches, and their possible applications for CALL (See section 3). Then, we will analyse the positive effect and drawbacks of these research findings. We will then comment on the attempts by researchers to combine these theories which, taken one by one, have a limited scope, into one metatheory which would favour a broad range of breakthroughs and new learning opportunities (Section 4). Finally, we will design an activity for CALL which will be built from some of the theoretical findings reviewed in this paper, and from the latest technological tools currently on offer. This tailor-made computer based activity will teach the French subjunctive of doubt and will be included in a lesson plan and integrated in a syllabus (Section 5).

Listening was first recognized as a major component of language learning and teaching in the late 1970s. At that time, research suggested that language instruction should focus on the learner's listening comprehension in the early stages of acquisition, while delaying oral production until the learner was more familiar with the new language.
Two approaches to the teaching of listening skills, the natural approach and the total physical response (TPR), are supported by Krashen's Monitor Model of SLA and grouped within the broader comprehension approach umbrella.

Since the 1970's computers are used in the service of textual research and much has been achieved, but there are also drawbacks to the electronic advancement. This paper discusses the conceptual drawbacks for the study of textual criticism. It is also suggested that the use of computers may result in the loss of certain learning skills. The abuse of computers also led to the development of a branch of pseudo-research, and finally, the trustworthiness of electronic tools, especially Wikipedia, is discussed.