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generally, system designers use tasks and exercises as the core, and then build around them the complexity of tasks, number of exercises, and type of exercises (larson and repetto, 2008). tasks and exercises can be provided in a set of personalized exercises (guided exercises) or through unguided exercises. in the guided exercises, the system presents a predefined sequence of exercises for the user to learn a particular phonological rule. when choosing guided exercises, designers typically have to make judgments related to the difficulty of the task, the number of chances for the user to learn the rule, the type of prompt to be displayed during and between the tasks, etc. while the development of all these exercises is time consuming, it is no doubt that it is the most effective part of capt teaching systems (larson and repetto, 2008).


to overcome this complexity, scholars (ericksen et al., 2010; seidlhofer, 1998; seidlhofer, 1998) have developed key indicators to determine the optimum level of exaggeration. based on such studies, we selected a number of perceptual and linguistic guidelines for a successful capt system in order to satisfy the different needs of l2 learners. the perceptual indicators should be: (1) real-time (audio and video), (2) high-fidelity, (3) immediate (within 1 to 3 seconds of error), (4) statistically valid, and (5) corrective for both trained and untrained speakers. the linguistic indicators should be: (1) clear (relatively free from mispronunciation) and (2) understandable (relatively clear and understandable). to evaluate the appropriateness of the perceptual and linguistic criteria for the design of capt teaching systems, the study reported in this paper adopts a case study approach to investigate the differences in the design and optimization of capt systems in different contexts. 84d34552a1