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.
Providing pedagogical learner training in CALL: Impact on sudent use of language-learning strategies and glosses
CALICO Journal, 26 (1), 142-159.
IDEA Disability Category:
major-other health impairment
specific learning disability
speech or language impairment
multimedia products and projects
opportunities to learn concepts