The exploratory mode in computer assisted language learning: the study of an application for students of English as a second language using the interactive video medium
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Abstract
The complex nature of language learning coupled with
the fact that individual approaches to the task of learning
a foreign or second language vary a great deal make the
design of instruction for diverse learners problematic.
Historically Computer Assisted Language Learning courseware
has capitalized on what the computer does best: drilling a
target population considered homogeneous in terms of
language learning ability and their need for a structured
learning experience.
To test out the theory that a less structured or
"exploratory" computer learning environment better suits
the needs and learning styles of different language
learners, the investigator designed an exploratory program
incorporating the interactive video medium. The program,
entitled "English Conversation Strategies", allows students
of English as a Second Language full control over the
sequence and type of on-line activities.
A built-in tracking program provided the necessary
data on twelve participants in the study to compare their
time on task and individual movement throughout the
program. A user satisfaction questionnaire was administered
to measure the degree to which students with varying levels
of language learning ability, as assessed by their English
teacher, perceived the exploratory lesson.
Movement through the exploratory program, total time
on task and degree of user satisfaction were compared with
language learning ability as reflected in a rating given
the students by their English teacher. Results support the
intuitive assumption that less structured on-line
instruction is appealing across a range of language learner
types and, by extension, allows for individual language
learning strategies.
Description
Dissertation (Ed.D.)--Boston University
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