Hostname: page-component-7b7567c8c-fvjsw Total loading time: 0 Render date: 2026-11-12T08:23:23.611Z Has data issue: false hasContentIssue false
  • English
  • Français

Why integrate? Reactions to Télé-Textes Author 2, a CALL multimedia package

Published online by Cambridge University Press:  16 December 2008

Liam Murray
Liam Murray
Affiliation:
University of Warwick
Get accessRights & Permissions [Opens in a new window]

Abstract

As one branch of CALL research moves further into the analysis of software integration into second language courses, this paper deals with many of the issues involved in the successful integration of a piece of multimedia software into a language curriculum designed for non-specialist advanced undergraduate students of French. After discussing the background and context of the research, the paper describes the software used and the surrounding integration aspects as well as the future use and development of the software as adequate courseware and research material.

Information

Type
Selected Papers
Information
ReCALL , Volume 10 , Issue 1 , May 1998, pp. 102 - 108
Copyright
Copyright © European Association for Computer Assisted Language Learning 1998

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

Barker, P. and King, T. (1993) ‘Evaluating interactive multimedia courseware – a methodology’, Computers and Education 21(4), 307–319.Google Scholar
Oxford, R.L. (1995) ‘Linking theories of learning with intelligent computer-assisted language learning’. In Holland, V. M., Kaplan, J. D. and Sams, M. R. (eds.), Intelligent Language Tutors: Theory shaping technology, Mahwah, NJ: Lawrence Erlbaum, 359–369.Google Scholar
Laurillard, D. (1995) ‘Multimedia and the changing experience of the learner’, British Journal of Educational Technology 26(3), 179–189.CrossRefGoogle Scholar
Plowman, L. (1988) ‘Active learning and interactive video: a contradiction in terms?’, Programmed Learning and Educational Technology 25, 289–293.Google Scholar
Hemard, D. P. (1997) ‘Design principles and guidelines for authoring hypermedia language learning applications’, System 25(1), 9–27.CrossRefGoogle Scholar
Hammond, N. (1993) ‘Learning with Hypertext: Problems, principles & prospects’. In McKnight, C.Dillon, A. and Richardson, J. (eds.), Hypertext: A psychological Perspective, Chichester: Ellis Horwood, 51–69.Google Scholar
Gardiner, J. M. (1989) ‘A generation effect in memory without awareness’, British Journal of Psychology 80, 163–168.Google Scholar
Svensson, T. and Nilsson, L.-G. (1989) ‘The relationship between recogniuon and cued recall in memory of enacted and non-enacted information’, Psychological Research 51, 194–200.Google Scholar