Providing Pedagogical Learner Training in CALL

Impact on Student Use of Language-Learning Strategies and Glosses

Authors

  • Anne O'Bryan

DOI:

https://doi.org/10.1558/cj.v26i1.142-159

Keywords:

CALL, Vocabulary Acquisition, Pedagogical Learner Training, Gloss Use, Learner Strategies

Abstract

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.

References

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Published

2013-01-14

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Articles

How to Cite

O'Bryan, A. (2013). Providing Pedagogical Learner Training in CALL: Impact on Student Use of Language-Learning Strategies and Glosses. CALICO Journal, 26(1), 142-159. https://doi.org/10.1558/cj.v26i1.142-159

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