Abstract
This article takes a close look at an in-service teacher-training course that was designed to train teachers of languages in the use of information and communications technologies in language teaching. Participants' reactions are examined, and an analysis is given of those parts of the course that worked well and those that did not. As a result of this analysis, a list of general recommendations is drawn up for others interested in running teacher-training courses in computer-assisted language learning. These recommendations are directed at both organisers and tutors.
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