Web-Based Foreign Language Reading: Affective and Productive Outcomes

Autor/in	Lueck, Kerstin
Titel	Web-Based Foreign Language Reading: Affective and Productive Outcomes
Quelle	In: CALICO Journal, 25 (2008) 2, S.305-325 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-7778
Schlagwörter	Control Groups; Speed Reading; Second Language Learning; Student Participation; Web Based Instruction; Student Motivation; Reading Skills; Internet; German; Reading Instruction; High School Students; Second Language Instruction; Teaching Methods; Achievement Gains + Suchen Sie Ihr Suchwort? Schnelllesen; Zweitsprachenerwerb; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Web Based Training; Schulische Motivation; Reading skill; Lesefertigkeit; Deutscher; Leseunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Achievement gain; Leistungssteigerung
Abstract	This study aimed to investigate whether pedagogically guided web-based reading can improve skimming and scanning significantly (i.e., increased productive outcomes) and whether it can enhance student participation and motivation (i.e., increased affective outcomes). Forty-six students enrolled in two German 3 classes at the high school level were selected. The participants read texts about German culture and politics. Qualitative and quantitative findings indicated that the students in the treatment group (Group A) increased their skimming and scanning performance significantly compared to the students in the control group (Group B). Furthermore, the students in Group A were able to foster their reading skills in such a way that they were able to use it with linear materials as well. Besides skimming and scanning, the students also increased their participation and motivation. Although the participants in Group B made some progress in the following research period, their achievement remained significantly lower than that of the participants in the treatment group. These findings not only make clear that pedagogically guided web-based instruction has a positive impact on foreign language reading skills, participation, and motivation, but they also support the argument that a variety of methods and approaches should be used and that traditional approaches alone should not dominate in foreign language instruction. (As Provided).
Anmerkungen	Computer Assisted Language Instruction Consortium. 214 Centennial Hall, 601 University Drive, San Marcos, TX 78666. Tel: 512-245-1417; Fax: 512-245-9089; e-mail: info@calico.org: Web site: http://calico.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10