Listeners’ patterns of interaction with help options: Towards empirically-based pedagogy

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June 26, 2021, 1:01 p.m.

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Feb. 14, 2022, 10:23 p.m.

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Feb. 14, 2022, 10:23 p.m.

bitstream:

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collection:

Volume 25 Number 2, June 2021

contributor.author:

Cárdenas-Claros, Mónica S. Campos-Ibaceta, Astrid Vera-Saavedra, Jimmy

date.accessioned:

2021-06-25T17:10:50Z

date.available:

2021-06-25T17:10:50Z

date.issued:

2021-06-01

description.abstract:

This multiple case study examined L2 listener patterns of interaction with help options in computer-assisted language learning (CALL) materials. Thirteen students enrolled in an initial English teacher education program interacted with six one-hour listening tasks constructed around talks on technology. Talks and associated exercises were uploaded to an online, self-regulated platform that provides listeners with different routes of interaction and access to one-click-away help options in the form of listening tips, culture/technology/biology notes, transcripts, a glossary, keywords, audio/video control bars, and an online dictionary. Interactions were recorded using screen capture technology and complemented with semi-structured interviews. Identified patterns of interaction are presented by section (pre-, while, and post-listening); type of exercise (vocabulary activation, multiple-choice, dictation-cloze, sentence completion, and extension activity); and session (1 through 6). Reasons for help option use are mapped onto identified patterns and are tested for consistency. The findings inform an underlying set of guidelines for listening pedagogy. Study limitations along with avenues for research are also discussed.

description.provenance:

Made available in DSpace on 2021-06-25T17:10:50Z (GMT). No. of bitstreams: 1 25_02_10125-73436.pdf: 506285 bytes, checksum: 6dbf0c3c1895bff7cfeedddd478f63a4 (MD5) Previous issue date: 2021-06-01

endingpage:

134

identifier.citation:

Cárdenas-Claros, M.S., Campos-Ibaceta, A. & Vera-Saavedra, J. (2021). Listeners’ patterns of interaction with help options: Towards empirically-based pedagogy. Language Learning & Technology, 25(2), 111–134. http://hdl.handle.net/10125/73436

identifier.issn:

1094-3501

identifier.uri:

http://hdl.handle.net/10125/73436

number:

2

publicationname:

Language Learning & Technology

publisher:

University of Hawaii National Foreign Language Resource Center Center for Language & Technology (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin)

site_url:

/item/10125-73436/

startingpage:

111

subject:

Help Options Technology-Mediated Listening Listening Pedagogy

title:

Listeners’ patterns of interaction with help options: Towards empirically-based pedagogy

type:

Article

type.dcmi:

Text

volume:

25