ABSTRACT
Computer-Assisted Language Learning (CALL) systems are becoming increasingly popular within the educational, training and business worlds. There are many CALL packages commercially available with excellent GUIs, multimedia features and well designed tutorial sessions. However, invariably, these packages fall short when it comes to providing the learner with individualised teaching and flexible feedback, necessary features if true learning is to take place. As a result, CALL systems are often perceived by learners and teachers as dumb and inflexible, which is demotivating for the learner and restricts the independent use of CALL systems considerably (Gust, Ludewig, Reuer & Unsöld 1994).
