Listeners' Interactions with Help Options in CALL

Autor/inn/en	Cárdenas-Claros, Mónica Stella; Gruba, Paul A.
Titel	Listeners' Interactions with Help Options in CALL
Quelle	In: Computer Assisted Language Learning, 27 (2014) 3, S.228-245 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2012.724425
Schlagwörter	Foreign Countries; Computer Assisted Instruction; Second Language Instruction; English (Second Language); Listening; Interaction; Help Seeking; Qualitative Research; Use Studies; Observation; Semi Structured Interviews; College Students; Adult Students; Latin Americans; Australia; Colombia + Suchen Sie Ihr Suchwort? Ausland; Computer based training; Computerunterstützter Unterricht; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Hörvorgang; Zuhören; Interaktion; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Qualitative Forschung; Benutzerschulung; Beobachtung; Collegestudent; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Latin America; People; Lateinamerika; Bevölkerung; Volk; Australien; Kolumbien
Abstract	Help options, or in-built application resources designed to provide assistance, have long been an integral component of computer-based second language (L2) listening materials. Despite their potential to promote comprehension and efficiency, research on the role of help options has lagged. Previous research has found that learners do not often make use of help options. With a focus on the interventions listeners may deem relevant for comprehension and task completion, the aim of this qualitative study is to examine the interactions of language learners as they use, or do not use, these potentially assistive resources. Data were gathered from 15 adult learners of English who worked with a set of Longman English Interactive © (2008) listening exercises over three one-hour sessions. Within two studies, each participant was interviewed on three and six different occasions. Through our cyclical analysis of the data, five themes emerged: Relevance, Challenge, Familiarity, Recovery and Compatibility. We define and discuss each theme, and we conclude the article with suggestions for further research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10