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    Coniam, David 2003. Perceptions of a multimedia syllabus—making the demands of a performance test more accessible. System, Vol. 31, Issue. 1, p. 55.
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Why integrate? Reactions to Télé-Textes Author 2, a CALL multimedia package

  • Liam Murray (a1)
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.

Copyright
COPYRIGHT: © European Association for Computer Assisted Language Learning 1998
References
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Barker, P. and King, T. (1993) ‘Evaluating interactive multimedia courseware – a methodology’, Computers and Education 21(4), 307–319.
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.
Laurillard, D. (1995) ‘Multimedia and the changing experience of the learner’, British Journal of Educational Technology 26(3), 179–189.
Plowman, L. (1988) ‘Active learning and interactive video: a contradiction in terms?’, Programmed Learning and Educational Technology 25, 289–293.
Hemard, D. P. (1997) ‘Design principles and guidelines for authoring hypermedia language learning applications’, System 25(1), 9–27.
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.
Gardiner, J. M. (1989) ‘A generation effect in memory without awareness’, British Journal of Psychology 80, 163–168.
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.
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