Table of Contents


     Chapter                                         Page      

     1     Introduction

          1.1  The general problem                     1

          1.2  The specific problem                    2

          1.3  Specific questions addressed in
                this thesis                            5

          1.4  The purpose of the study                6
                      
          1.5  The limitations of the study            7

          
     2    Background and definitions                   9

          2.1  Computer-assisted language
                learning (CALL)                        10

          2.2  Authoring systems                       23

          2.3  The Importance of authoring               
                systems                                41

     3    Research design and findings                 68

          3.1  CALL and its role in the language
                learning process                       69

          3.2  Forms of language practice              74

          3.3  The nature of drills                    78

          3.4  The drill sample                        83

          3.5  Bases for drill typologies              87

          3.6  Traditional categorization by          
               operational type                        90

          3.7  Drill categorization based on cue
               and response-model                      96

          3.8  The realisation of exercises on the
               computer using an authoring system     113

               phase of a drill                       115

          3.10 Factors influencing the answer-
               analysis phase of a drill              149

          3.11 Factors influencing branching between
               drill items                            204 
               
          3.12 Categorization by pedagogical 
               factors                                214 

          3.13 The relationship between pedagogical
               and operational factors                226


     4    Conclusions and implications                231

          4.1  Examination of the questions raised,
               in the light of the study              231
               
          4.2  Implications of the model to the
               purposes of the study                  235

          4.3  Limitations of the study and
               directions for further research        238


     References                                       240

     Appendix A:   The original data         
                   and tables pertaining to 
                   the original data                  249
               
     Appendix B:   Analyses of the data               317




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Roger Kenner, 2006
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