Technological changes in the form of computer-assisted language learning (CALL) programs and pedagogical changes in the form of communicative language learning approaches have both confronted the language teaching profession in the 1980's. This study defined communicative competence; and using that definition created a set of criteria with which CALL software could be evaluated to determine the extent to which it could be considered communicative. The criteria were then applied to three commercial CALL programs and it was determined that a very limited quantity of communicative CALL software is available.
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