Prompting in CALL: A Longitudinal Study of Learner Uptake

Autor/in	Heift, Trude
Titel	Prompting in CALL: A Longitudinal Study of Learner Uptake
Quelle	In: Modern Language Journal, 94 (2010) 2, S.198-216 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
Schlagwörter	Feedback (Response); Introductory Courses; Advanced Courses; Metalinguistics; Error Correction; Educational Technology; German; Second Language Learning; Second Language Instruction; Computer Assisted Instruction; Longitudinal Studies; Case Studies; Foreign Countries; Instructional Effectiveness; Canada + Suchen Sie Ihr Suchwort? Einführungskurs; Fortgeschrittenenunterricht; Metalanguage; Metasprache; Korrektur; Unterrichtsmedien; Deutscher; Zweitsprachenerwerb; Fremdsprachenunterricht; Computer based training; Computerunterstützter Unterricht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Case study; Fallstudie; Case Study; Ausland; Unterrichtserfolg; Kanada
Abstract	This research presents a longitudinal study of learner uptake in a computer-assisted language learning (CALL) environment. Over the course of 3 semesters, 10 second language learners of German at a Canadian university used an online, parser-based CALL program that, for the purpose of this research, provided 2 different types of feedback of varying degrees of specificity: Metalinguistic explanations (ME) and metalinguistic clues (MC). Results indicate that feedback specificity affects learner uptake in different ways. Cross-sectionally, the study reveals significant differences in learner uptake for the 2 more advanced courses, German 103 and 201, whereas for the introductory course, German 102, no significant difference for the 2 feedback types and their effect on learner uptake was found. Results of the longitudinal data indicate that there is a significant increase in learner uptake from German 102 to 201 for the error-specific feedback (ME), whereas learner uptake for the generic feedback type (MC) varies insignificantly across the 3 courses. Finally, the study shows a significant impact of the 2 feedback types on learner uptake independent of error type (grammar and spelling). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10