Providing pedagogical learner training in CALL: Impact on sudent use of language-learning strategies and glosses

While recent studies have found that viewing glosses with multimedia annotations can help students learn and retain vocabulary words (Chun & Plass, 1996; Al-Seghayer, 2001), O'Bryan (2005) found that when providing pictorial glosses for select words within an online reading unit, few students took advantage of the clickable gloss function allowed by the medium, a finding mirrored in a number of research studies (Hegelheimer, 1998; Hegelheimer & Tower, 2004). In an attempt to address this issue, this study investigated whether training learners to use CALL effectively following Hubbard's (2004) 5-step approach leads to increased gloss use. Appended are: (1) Participant Profile (N = 22); (2) Outline for Learner Training; (3) Debriefing Questions Posted in WebCT; and (4) Interview Questions for Students in the Control Group.

Author: 
O'Bryan, A.
Year: 
2008
Source: 
CALICO Journal, 26 (1), 142-159.
Type: 
Related Research
Content Area: 
reading
IDEA Disability Category: 
autism
emotional disturbance
major-other health impairment
specific learning disability
speech or language impairment
Instructional Support: 
multimedia products and projects
opportunities to learn concepts
Embedded Resources: 
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