This paper reports on the comparative effects on learning outcomes and learner behaviour noted using three different CALL exercise types for German word order practice: multiple-choice (click), re-ordering (drag), and completion (type). Twenty-seven students of introductory German participated. For all exercise types students received error-specific feedback. Results indicate that students using the drag-and drop interface performed significantly better than those using multiple choice, and marginally better than the typed-entry group. Themore flexible word-order practice afforded by the drag-and-drop interface in addition to other benefits such as eliminating typing errors and ease of use may argue in its favour.
