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Context-Sensitive "Help" in CALL
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Heift, Trude – Computer Assisted Language Learning, 2006
This article discusses design and usability issues pertaining to context-sensitive "help" in computer-assisted language learning (CALL). As part of the discussion, we present a study in which we examined the effects of three independent factors on student usage of context-sensitive "help": feedback, exercise type, and language proficiency. Forty…
Descriptors: Computer Assisted Instruction, Second Language Instruction, Second Language Learning, Feedback