We investigated the ways intermediate‐level undergraduate students of French interacted with a computerized L2 reading gloss from three perspectives: 1) the relationship between the group's choice of program options and the quantity and accuracy of their comprehension; 2) individual user styles; and 3) student perceptions of the effectiveness of the program. Opinions of the software were unanimously favorable, although there was no evidence of a relationship between computer use and comprehension. While many types of information were available to them, students tended to consult almost exclusively word definitions provided in English. Comparisons of tracker data with recall protocols implied that comprehension might have improved had other program components also been accessed. We conclude with suggestions for more effective L2 reading software design for students at this instructional level, as well as with indications of likely directions for future research.

This article describes several theoretical bases for using context-dependent authentic video in foreign language instruction. The advantages of using digital video clips organized by communicative functions and linguistic features would enable learners to view raw linguistic data within the context-rich script of the video material. Software templates designed to manipulate discrete portions of digital video offer considerable promise as the most efficient way to display these video clips to learners.

Researchers and practitioners in the field alike cite the importance of in put from native speech in the language acquisition process. Whether one believes in a theoretical perspective emphasizing the value of input (Krashen 1981; 1982) or the dynamic interaction relation between input and output (Bialystok, 1978), there is little doubt that providing students with sufficiently interesting input material (readings, videos, etc.) in the target language can, if used properly, enhance student interest and subsequent language learning. An example of a multimedia program developed at Penn State using a videodisk selection (Teledouzaine, Francis Cabrel's “Encore et Encore,” PICS 1985) illustrates the use of authentic materials with potential for adaptations for various levels, tasks, and media. This particular software project fits in well with the newly designed technology classrooms and the French curriculum of a large IBM‐funded multimedia undergraduate language program at Penn State, the Language 3 Initiative and can be used as a model for similar developments in the other languages involved in the Initiative and elsewhere.

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