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In this paper we share our experience implementing a CALL project with first year, lower level, non-English major, university students, using two CALL packages popular in Japan: DynEd and ALC. In addition to comparing the pros and cons of both, we will also discuss how the project was launched and how it evolved over time. Implementing commercial CALL software in a classroom setting involved a number of challenges, both technical and pedagogical, necessitating a variety of adaptations to suit the needs of both learners and the institution. Along with describing how changes were made, both in our methods of implementation and how the software was used, we also share our process of dealing with two key issues that arose: student motivation and learner assessment. We hope that by recounting our entire experience with this project, as well as sharing results from a series of student surveys, we will provide ideas for other teachers and faculty departments interested in introducing CALL projects with lower-level students.

This paper describes a CALL course for EFL students at a Japanese university in which Moodle quiz activities were used in conjunction with NanoGong (a sound-recording plugin) to simulate TOEFL iBT-style speaking and writing exercises. In addition to describing and sharing our experience implementing the course, we also share survey and interview feedback from students, which touches upon themes such as learner anxiety toward peer assessment and a positive response toward the use of simplified scoring rubrics. We conclude with some practical suggestions for teachers interested in carrying out iBT training with Moodle in their CALL rooms.