This interpretive qualitative study examined university ESL instructors' experiences using technologies and their personal views of technology integration. The study also explored the factors that affected these instructors' decisions for using computer and other technologies in their teaching. The informants in the study were five ESL instructors from five different institutions of higher learning in the southern state. The qualitative data were collected mainly through interviews along with self-report surveys and document materials. Overall positive statements were found in the instructors' experience and perception of their technology use in teaching. Nevertheless, it appears that these instructors' computer use is very minimal and their beliefs and perceptions of technology use are impacted by their experience of using technologies. Eight influential factors are identified from the emerged themes in affecting these instructors' technology decisions. The factors include: perceived benefits or value; anxiety; personal style; machines and language teaching; environment; peer influence; teaching style; and time. The findings in this study also indicate that instructors' demographic information has no influence on their perceptions and use of technology despite whether or not they use computers in instruction and how they use them.

Current ESL instructors and theorists agree that university students of ESL have a need for a large passive vocabulary. This research was undertaken to determine the effectiveness of a semantic field approach to passive vocabulary acquisition in comparison to a traditional approach. A quantitative analysis of the short-term and long-range results of each approach is presented. Future research and teaching implications are discussed. The outcome of the experimentation lends tentative support to a semantic field approach.

This study is a very basic handbook of Farsi phonetics and syntax for use by English as a Second Language (ESL) instructors who have had little or no contact with the structure of the Persian language. Emphasis is placed on presenting an inventory of selected phonological and syntactic items which are problems for native Farsi speakers who want to learn English.