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Using Aski’s 2003 typology, five eBooks and associated electronic work were analyzed for mechanical drills, meaningful drills, communicative drills, and communicative practice. Results show electronic workbook and online platform practice is more drill-focused and more mechanical than literature recommends and than the eBook activities themselves.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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\nCarolyn Gascoigne  \nUniversity of Houston-Downtown  \nAbstract  \nFollowing a brief historical review of the second language teaching profession’s relationship with first-and second-year textbooks, this article examines the treatment of language practice activities as found in beginning post-secondary French eBooks, as well as their accompanying electronic workbooks and online learning platform practice. Using Aski’s 2003 typology, five post-secondary eBooks and accompanying electronic practice are reviewed in order to examine their use of mechanical drills, meaningful drills, communicative drills, and communicative practice. Two structures were targeted for review across all formats. Electronic workbook and learning platform practice was found to be both more mechanical in nature and more drill-focused than what has been recommended in the literature. Electronic workbook and online learning platform practice was also found to be more mechanical than the corresponding eBook activities.  \nKeywords: Drills, eBooks, Electronic Workbooks, Online Learning Platform Practice, Textbooks  \nBackground  \nRegardless of the level of instruction, the language educator’s relationship with their textbook has been a long and complicated one (Aski 2003, 2005; Chen, 2016; Etienne & Sax, 2009; Wagner, 2015; Walz, 1989) . Our needs as educators have evolved, as have our materials, in terms of content, technique, and medium of delivery. Still, our professions’ historical reliance on commercially-available materials has fueled our vigilant examination of them. For example, numerous studies of and recommendations for the development of foreign language textbooks and materials span the 1920s to the present day. Our focus has run the gamut. We have examined specific topics such as the treatment of vocabulary (Bieber et al., 2004; Etienne & Sax, 2009; Keller, 1991; Neary-Sundquist, 2015; Talalakina, Brown, & Kamrotov, 2019), grammar (Aski, 2005; Azaz, 2018; Frantzen, 1995; Glisan & Dresher, 1993; Lally, 1998; Mason & Nicely, 1995; Requena & Tissera, 2018; Scott & Randall, 1992), reading (Gascoigne, 2002; Horton, 2020; Osa-Melero, 2012), writing (Lally, 1998; Liao & Chen, 2009; Scott 1996), culture (Li, 2016), sexism (Brosh, 1997; Graci, 1989), accuracy (Herschensohn, 1988: Wagner, 2015), dialects (Schoonmaker-Gates,  \nA Review of Language Practice Exercises within Commercially-available eBooks 77  \n2017; Wieczorek, 1991), pragmatics (Vellenga, 2004), strategy use (El Essawi, 2013), and the need for ancillaries (McGrath, 2002; Wagner, 2015) . We have also offered guidance to one another on the textbook selection process (Angell, DuBravac, & Gonglewski, 2009; Enkin, 2015; López-Medina, 2021), given general critiques (Aski, 2005; Rings, 2008), and suggested alternative sources of content (Russell & Swanson, 2022) .  \nCertainly, technology has produced some of the most exciting and impactful areas of change within commercially-available second language materials. While we have been using technology for decades (Church, 1986; Corbeil, 2007; Smith, 1991; Yang, Hsieh, & Wu, 2020), a post-pandemic world only accelerates and deepens our relationship with it, as well as our need to examine it (Russell & Swanson, 2022) . The following pages, therefore, endeavor to review long-standing and repeated recommendations from the literature made for commercially-available foreign language materials, ostensibly physical textbooks, to see if any traces of these recommendations may be found current online materials. However, before focusing on recent technology, we must pause to examine what the profession has consistently requested of, and what it has found in, commercially-available materials at several points in recent history. To further narrow our focus, we will limit our consideration to the treatment of language practice exercises within commercially-avai","cbCaieUc9hGV6Ibw","https://ap.wps.com/l/cbCaieUc9hGV6Ibw","pdf",236882,13,"English","# Abstract\n# Background\n# A Recent Historical Perspective\n## Drills in Instructed Language Learning","[{\"question\":\"What materials does the review analyze?\",\"answer\":\"The review examines beginning post-secondary French commercially available eBooks, their accompanying electronic workbooks, and the related online learning platform practice.\"},{\"question\":\"Which drill and practice types are evaluated?\",\"answer\":\"The analysis uses Aski’s 2003 typology to review mechanical drills, meaningful drills, communicative drills, and communicative practice.\"},{\"question\":\"What overall difference did the study find for electronic practice?\",\"answer\":\"Electronic workbook and online learning platform practice is more mechanical and more drill-focused than the recommendations in the literature and more mechanical than the corresponding eBook activities.\"}]","A Review of Language Practice Exercises within Commercially-available eBooks - read online free | PDF",1792092603,33]