Design and Empirical Evaluation of Controlled L2 Practice through Mini-Games--Moving beyond Drill-and-Kill? [Konferenzbericht] Paper presented at the 2015 EUROCALL Conference (22nd, Padova, Italy, Aug 26-29, 2015).

Autor/inn/en	Cornillie, Frederik; Desmet, Piet
Titel	Design and Empirical Evaluation of Controlled L2 Practice through Mini-Games--Moving beyond Drill-and-Kill? [Konferenzbericht] Paper presented at the 2015 EUROCALL Conference (22nd, Padova, Italy, Aug 26-29, 2015).
Quelle	(2015), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Computer Assisted Instruction; Educational Games; Teaching Methods; Technology Uses in Education; Second Language Instruction; Second Language Learning; Drills (Practice); Transfer of Training; Story Reading; Grammar; Secondary School Students; Control Groups; Experimental Groups; Foreign Countries; Comparative Analysis; English (Second Language); Belgium + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Educational game; Lernspiel; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Fremdsprachenunterricht; Zweitsprachenerwerb; Training; Transfer; Ausbildung; Grammatik; Sekundarschüler; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Belgien
Abstract	A key design issue for tutorial CALL is that controlled practice activities need to engage learners in meaningful L2 processing, so that any knowledge developed in such practice may transfer to meaningful L2 use in complex skills. Furthermore, activities for controlled practice ideally engender intrinsic motivation, so that learners are willing to practise and remediate problems outside of the classroom. This paper reports on an experimental and design-focused study that tackled these challenges by means of mini-games embedded in a mystery story read in class. Results show that intensive receptive practice helped learners to develop knowledge that was accurate and quickly retrievable on tests of near transfer, and that practice also transferred to more complex written productive tasks, as well as--to a smaller extent--to spoken productive tasks. We make suggestions for future design on the basis of the spoken productive language test used in this study. [This paper was also presented at the 2014 EUROCALL Conference, Groningen, The Netherlands.] [For full proceedings, see ED564162.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01