Listeners’ patterns of interaction with help options: Towards empirically-based pedagogy Cárdenas-Claros, Mónica S. Campos-Ibaceta, Astrid Vera-Saavedra, Jimmy 2021-06-25T17:10:50Z 2021-06-25T17:10:50Z 2021-06-01
dc.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.
dc.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.
dc.identifier.issn 1094-3501
dc.publisher University of Hawaii National Foreign Language Resource Center
dc.publisher Center for Language & Technology
dc.publisher (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin)
dc.subject Help Options
dc.subject Technology-Mediated Listening
dc.subject Listening Pedagogy
dc.title Listeners’ patterns of interaction with help options: Towards empirically-based pedagogy
dc.type Article
dc.type.dcmi Text
prism.endingpage 134
prism.number 2
prism.publicationname Language Learning & Technology
prism.startingpage 111
prism.volume 25
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