The purpose of this research was to determine whether the use of computer-assisted instruction (CAI) would enhance the teaching of handwriting skills. There is only one commercially available courseware for handwriting instruction and very little research in this area has been conducted. In view of the paucity of research, this investigator explored the effects of the use of CAI on the handwriting skills of Spanish-speaking children between the ages of 4 and 7 years. Subjects were randomly divided into three groups: Group 1 received traditional handwriting instruction, Group 2 participated in CAI, and Group 3 participated in CAI but also was given reinforcement. Pretests were administered to establish an initial baseline for each subject. Progress was measured weekly in order to determine the impact of the interventions. One-way analysis of variance (ANOVA) was used to compare mean number of letters correctly written by each group each week. A significant difference in mean number of letters correctly written existed among the three groups of subjects at Week 5 (p =.04) and Week 6 (p =.019). Scheffe procedures revealed CAI with reinforcement resulted in significantly (p $<$.05) greater improvement in handwriting skills than did traditional instruction. It may be concluded from these results that CAI with reinforcement can greatly enhance the learning of handwriting skills.

In this dissertation I will depend on Likert-scale questionnaires, open-ended interviews and my observation journals to investigate the effectiveness of semi-interactive video (as opposed to (semi)-communicative methods) as a teaching tool in second/foreign language acquisition/learning. The participants in this study will comprise of an experimental group (traditional and non-traditional college students) whose attitudes will be measured by means of Likert-scale questionnaires, once at the beginning (before they undergo (semi)-communicative methods of teaching), once after they undergo the above method, and once at the end of undergoing teaching methods based entirely on the use of semi-interactive video In order to have a more accurate picture of the participants' attitudes and opinions regarding the above pedagogical methods, and to cover any missing and/or misinterpreted information, the learners will be also interviewed at the end of the research project. In addition, observational journals will be kept to maximize precision. In order to account for any outside (i.e., out of classroom) variables affecting the project, research will be also conducted on a control group, i.e., a comparable group residing (working or staying home) in the U.S. but not undergoing any language training. This group will be asked to fill out questionnaires once at the beginning of the project, once two months later, and finally four months later. Just as with the experimental group, the control group will be interviewed at the end of the project in order to cover any missing information and/or for data confirmation purposes. My hope is that the results of this scientific endeavor would shed light on the following: (1) the usefulness (or lack thereof) of the interactive video in language pedagogy, (2) the application of communicative theories of second language acquisition, and theories of situated learning to semi-interactive video software design, and (3) the effectiveness of the semi-interactive video as opposed to other (semi)-interactive methods in second/foreign language education.