Robert A. Fischer (Ph.D., Pennsylvania State University) is Associate Professor of French at Southwest Texas State University, San Marcos, TX.
Instructional Computing in French: The Student View
Article first published online: 31 DEC 2008
© 1989 American Council on the Teaching of Foreign Languages
Foreign Language Annals
Volume 22, Issue 1, pages 79–90, February 1989
How to Cite
Fischer, R. A. (1989), Instructional Computing in French: The Student View. Foreign Language Annals, 22: 79–90. doi: 10.1111/j.1944-9720.1989.tb03146.x
- Issue published online: 31 DEC 2008
- Article first published online: 31 DEC 2008
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.