Summary writing from aural input: (how) can an online learning module help to foster students' skills for this complex task?

The experimental case study presented here explores the use of CALL (Computer-Assisted Language Learning) for the complex task U+201Cwriting a summary from aural inputU+201D. This is a common task in Applied Language Studies bachelor programmes that combines several language and cognitive skills and is therefore likely to cause cognitive overload. The aim is to find out to what extent students can be supported in the management of this overload by an online learning module which scaffolds them and helps them develop the necessary language use strategies. In the experiment, 10 students in the Applied Linguistics bachelor programme (CEF-level B2-C1) at University College Ghent were observed while working on two tasks in an online learning module (Deutsch-Uni Online). Their activities were recorded using the Morae Software that allows for synchronous registration of audio (think-aloud protocols) and video, combined with screen and keystroke logging. As strategy use is of paramount importance for the execution of a complex task and varies considerably between individual students, it was one of the main concerns in this study. The studentsU+2019 actual strategy use was observed and matched against their self-reported use of strategies as obtained from a pre-test questionnaire which is inspired by Oxford´s Strategy Inventory of Language Learning (SILL) [3]. An interesting finding is that strategy use in an online environment is also influenced by the level of online and pc literacy. Even among this relatively homogeneous group of U+201CNet-genersU+201D, considerable differences at this level were found.

ISBN:9788876475696

Jaar van publicatie:2010

Toegankelijkheid:Closed