This study investigates task-related variation in learner performance in a computer-assisted language learning (CALL) environment. For our study, we collected data from 15 beginner and then intermediate second language (L2) learners of German who worked on 3 distinct activity types over 16 months: free composition, translation, and sentence…

This paper describes a study in which we investigated the effects of corrective feedback on learner uptake in CALL. Learner uptake is here defined as learner responses to corrective feedback in which, in case of an error, students attempt to correct their mistake(s). 177 students from three Canadian universities participated in the study during…

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…