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Clearly articulated student perceptions of computer assisted language learning (CALL) programs are needed to develop effective student-centered CALL materials. A project involving the use of CALL French lessons by university-level students was undertaken to explore student reactions to various lesson design features. Summaries of student responses to a post-project questionnaire show that mastery-level learning expectations could be implemented as a feasible goal in drill-and-practice software when supported by adequate learner assistance and that computer quizzes had a useful function. In general, students' perceptions of the instructional value of CALL materials were not directly related to achievement.