The development of templates for computer-assisted language learning (CALL) is discussed, based on experiences with primarily linear multimedia tutorial programs. Design of templates for multiple-choice questions and interactive tasks in a prototype module is described. Possibilities of enhancing interactivity by introducing problem-oriented elements into multiple-choice questions, and by designing multi-layered tasks, are also examined. The prototype was integrated as a model into a final year undergraduate course that aimed at the production of low-cost courseware by students with a view to counterbalancing reduced lecture time with tailor-made CALL modules. The question is raised as to what extent students themselves can be expected to design sophisticated innovative tasks and which pitfalls should be avoided. (MSE)