TY - JOUR
T1 - Listeners’ patterns of interaction with help options
T2 - Towards empirically-based pedagogy
AU - Cárdenas-Claros, Mónica Stella
AU - Campos-Ibaceta, Astrid
AU - Vera-Saavedra, Jimmy
N1 - Publisher Copyright:
© 2021. All Rights Reserved.
PY - 2021/6
Y1 - 2021/6
N2 - 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.
AB - 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.
KW - Help Options
KW - Listening Pedagogy
KW - Technology-Mediated Listening
UR - http://www.scopus.com/inward/record.url?scp=85087631455&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:85087631455
SN - 1094-3501
VL - 25
SP - 111
EP - 134
JO - Language Learning and Technology
JF - Language Learning and Technology
IS - 2
ER -