Computer Assisted Language Learning (CALL): the effect of ESL students' use of interactional modifications on listening comprehension

dc.contributor.advisor A. Thompson
dc.contributor.author Hsu, Jing-Fong
dc.contributor.department Curriculum and Instruction
dc.date 2018-08-23T07:55:23.000
dc.date.accessioned 2020-06-30T07:06:13Z
dc.date.available 2020-06-30T07:06:13Z
dc.date.copyright Sat Jan 01 00:00:00 UTC 1994
dc.date.issued 1994
dc.description.abstract <p>Theory and research on second language acquisition (SLA) indicates that modification in the interactions between second language (L2) students and native speakers may have a positive influence on their acquisition of language (Long, 1983; Allright, 1991; Larsen-Freeman & Long, 1991). However, there is not enough opportunity for interactional modifications in the L2 classroom because there is only one native speaker for many students, making it impossible for teachers to engage in numerous interactional modifications with individual students.;CALL developers claim that CALL offers an environment in which an L2 student can participate in interactive learning (Ahmad, 1985; Kenning, 1990). In particular some computer software provides comprehension tools which allow L2 students to request modification of the input they receive in order to aid their comprehension. In theory, such tools are ideal for SLA; however, in practice, little is known about how students actually interact in such environments.;The purposes of this study were to examine (1) if L2 students request modifications of the input they hear while working on a computer-based listening exercise, and (2) if these interactional computerized modifications help L2 students' listening comprehension and language acquisition. Data were collected from 15 ESL students by using a one group pretest-posttest research design. Findings from this study suggested that L2 students used the tools made available by computer technology to make input comprehensible. This study also supported SLA researchers' hypotheses that modifications promote comprehensible input and language acquisition. In particular, this study found that the text reinforcement type modifications were effective for beginning level ESL students in listening comprehension.</p>
dc.format.mimetype application/pdf
dc.identifier archive/lib.dr.iastate.edu/rtd/10610/
dc.identifier.articleid 11609
dc.identifier.contextkey 6408697
dc.identifier.doi https://doi.org/10.31274/rtd-180813-9819
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath rtd/10610
dc.identifier.uri https://dr.lib.iastate.edu/handle/20.500.12876/63776
dc.language.iso en
dc.source.bitstream archive/lib.dr.iastate.edu/rtd/10610/r_9424224.pdf|||Fri Jan 14 18:24:49 UTC 2022
dc.subject.disciplines Bilingual, Multilingual, and Multicultural Education
dc.subject.disciplines First and Second Language Acquisition
dc.subject.disciplines Instructional Media Design
dc.subject.keywords Education
dc.subject.keywords Curriculum and instruction
dc.subject.keywords Curriculum and instructional technology
dc.subject.keywords Language eduation
dc.title Computer Assisted Language Learning (CALL): the effect of ESL students' use of interactional modifications on listening comprehension
dc.type article
dc.type.genre dissertation
dspace.entity.type Publication
thesis.degree.level dissertation
thesis.degree.name Doctor of Philosophy
File
Original bundle
Now showing 1 - 1 of 1
Name:
r_9424224.pdf
Size:
2.75 MB
Format:
Adobe Portable Document Format
Description: