Foreign language (FL) teachers and students may have very similar or disparate notions of effective teaching, and the intersection of the two sets of beliefs has ramifications for language learning and the effectiveness of instruction. Horwitz (1990), Kern (1995), and Schulz (1996 have argued that mismatches between FL students' and teachers' expectations can negatively affect the students' satisfaction with the language class and can potentially lead to the discontinuation of study. The principal objectives of this study were to identify and compare, overall and by teacher, teachers' and students' ideals of effective teacher behaviors. Of 83 intact 1st-and 2nd-year classes across 9 languages at the University of Arizona, 49 FL teachers and their students responded to a 24-item Likert-scale questionnaire covering several areas of FL pedagogy. The students seemed to favor a grammar-based approach, whereas their teachers preferred a more communicative classroom, as evidenced by significant differences in such areas as target language use, error correction, and group work. The significant discrepancies between teacher and student beliefs in several relevant areas point to the need for FL teachers to seek out their students' perspectives actively and to engage them in brief classroom discussions about the rationale behind certain instructional strategies.THE FAIRLY RECENT CALL IN THE FIELDS of foreign language pedagogy and second language acquisition (SLA) for more communicative, democratic, student-centered, and meaningful student engagement in the second language (L2) classroom has sparked a renewed interest in teachers' and students' belief systems about L2 acquisition and L2 pedagogy. L2 teachers and their students may have very similar or disparate notions of effective teaching, and the intersection of the two belief systems has ramifications for students' language learning and the effectiveness of instruction. Williams and Burden (1997) claimed that "learners' perceptions and interpretations . . . have been found to have the greatest influence on achievement" (p. 98) and maintained that, in some cases, students' perceptions of teacher behaviors do not correspond with their teach-

360° video and Virtual Reality are powerful techniques for giving viewers a sense of 'Being There' [1], and are becoming increasingly popular. However, giving the viewer the freedom to look around also results in a reduced ability for filmmakers to direct the viewer's attention, a serious impediment to successfully telling a story within a 360° environment. We have created a number of 360° clips, filmed in such a way as to demonstrate and test several unobtrusive techniques for directing a viewer's attention within a 360° panorama. We have evaluated these techniques in a user study in which participants viewed these clips using a head-mounted display. Qualitative and quantitative data from these tests have been analysed to evaluate the effectiveness of the different attentiondirecting techniques. Qualitative data was also captured to explore the effect of the camera being addressed directly, and the viewers' responses to action occurring at a range of distances.

Much of applied linguistics research has been concerned with classroom‐based second language (L2) development as it offers an ideal setting for examining the institutional ecology of L2 learning and teaching. However, scholars have continued to call for greater attention to the operationalization of constructs, selection of valid assessments, and use of appropriate statistical analyses. One cause for concern is the use of instructor‐constructed evaluations for research purposes, commonly found both as single assessments and, in their composite form, as course grades. The present study examined justifications for and uses of course grades in L2 research by systematically searching, coding, and analyzing course grades as variables in a sample of published L2 research in four prominent L2 journals: Foreign Language Annals, Language Learning, Modern Language Journal, and TESOL Quarterly. To provide a concrete example, this meta‐analysis investigated the relationship between L2 grades and anxiety. A number of suggestions for the use of grades and other assessment tools in educationally oriented L2 research are offered.

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Efforts to fund the teaching of critical languages, along with increasing enrollments in less commonly taught language (LCTL) classes, have evidenced a renewed interest in LCTL pedagogy. While much is known about enrollment trends, materials development, and professional training, far less research has compared LCTL and commonly taught language (CTL) students. Students from 83 classes (nine different languages) at a large university completed a questionnaire containing items requesting demographic and academic information. The results of a chi‐square analysis demonstrated that LCTL learners were older, expected higher grades, reported higher GPAs, found their courses more difficult, and had studied a third language at a much higher rate. Although far from conclusive, these data begin to identify differences that may exist between LCTL and CTL students, specifically in university, introductory‐level courses.