The first hypermedia dictation program called"QuickDictation" was developed by Sugiura with software called HyperCαrd in 1993． The same kind of dictation program，"QuickTime Dictation"，was produced by Kumai in 1996 by utilizing video files， which offered realistic communication situations to learners． In this program，1earners watch video files on a screen and enter the exact words they hear． The program automatically evaluates the learners'answers and shows them how well they did in the exercise by providing feedback information once the task is completed． Analysis showed a high rate of preference by learners for this program． However there are some drawbacks which need further improvements． One of them is that the program functions as a mere tester rather than as ahelper． The program only shows whether the answers are correct or not， yielding no other information or clues such as what is wrong with the answers and what learners should do to provide the right answers． Another drawback is that the program worked only on Macintosh computers， which were not the main stream computer system at that time， and could therefore not be executed via the computer network or the Internet． What's worse， the learners'results could not be saved for later reference or analysis． The purpose of this paper is to describe how the new version of the video dictation program was developed， and to discuss some improvements in terms of technology and educational implications． This video dictation program is designed to improve learners'1istening skills， espe一 cially bottom－up processing． The software was produced with quiz authoring software， Q厩zル1αker 2．Oby Articulate． In this program learners watch video files which include the sound changes they learn in the classroom and enter what they hear on the screen． Their answers are automatically recorded and processed by the program． Then the learners get immediate feedback on their results． The results are accumulated in the server， called 五θαγ痂g、Mαnαgement System（Moodle or WebClass）and can be obtained in the form of Excel files for future reference and analysis． With the help of such online programs， teachers can shift these basic practices to the homework assignment outside the classrooms so that they can concentrate more often on those communicative activities and authentic tasks which are only possible during class－time．