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Descriptors:
Educational Research; Journal Articles; Documentation; Information Dissemination; Information Systems; Research Utilization

Abstract:
This article describes what a structured abstract is and how a structured abstract can help researchers sort out information. Today over 1,000 education journals publish more than 20,000 articles in the English language each year. No systematic tool is available at present to get the research findings from these tens of thousands of articles to the millions of education practitioners in the United States who might use them. The purpose of a structured abstract is to help practitioners sort out findings from education research. The structured abstract would take the place of the paragraph- style narrative summary that appears at the beginning of most articles. A structured abstract is a formal and compact summary of an article's main features and findings. Like a table or figure, it has a predictable structure that compresses information into a small space and can be read independently from the main body of the article. The structured abstract is longer and more detailed than the standard paragraph-style narrative summary. On the printed page, the structured abstract appears between the title and the main body of the article. It includes basic elements that apply to all articles (background, purpose, research design, and conclusions) and several additional elements that apply to some articles but not to others (e.g., setting, population, intervention, data collection and analysis, and findings). The structured abstract offers a robust vehicle to help practitioners systematically access, assess, and communicate education studies and research findings. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Periodicals; Research Design; Intervention; Innovation; Educational Research; Documentation; Information Seeking; Access to Information; Information Technology; Information Dissemination

Abstract:
Background: Approximately 1,100 education journals collectively publish more than 20,000 education research articles each year. Under current practice, no systematic way exists to move the research findings from these studies into the hands of the millions of education practitioners and policymakers in the United States who might use them. Purpose: To help disseminate education research findings, we propose that education journals consider adopting a structured abstract, a structural innovation that focuses on the format of the article itself. The structured abstract would replace the paragraph-style narrative summary--typically either an APA-style abstract or "editor's introduction"--now present at the beginning of many articles. Intervention: A structured abstract is a formal and compact summary of an article's main features and findings. As does a table or figure, it has a predictable structure that compresses information into a small space and can be read independent of the main body of the article. The structured abstract is longer and more detailed than the standard paragraph-style narrative summary. On the printed page, the structured abstract appears between the title and the main body of the article. It includes basic items applying to all articles (i.e., background, purpose, research design, and conclusions) and several additional items that apply to some articles but not to others (i.e., setting, population, intervention, data collection and analysis, and findings). Research Design: Analytic essay. Conclusions: The structured abstract is a viable and useful innovation to help practitioners and policymakers systematically access, assess, and communicate education studies and research findings. Relative to current practice, the structured abstract provides a more robust vehicle for disseminating research through traditional routes as well as through new channels made possible by emerging technologies. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Captions; Computer Assisted Instruction; Evaluation Methods; Feedback; Futures (of Society); Higher Education; Literature Reviews; Outcomes of Education; Student Attitudes

Abstract:
Reviews 35 empirical studies and reviews that evaluated various aspects of computer-assisted language learning (CALL) in higher education through analyzing the differential learning outcomes of groups of students. Captioned video segments, type of feedback, student attitudes and student achievement, and recommendations for the future are discussed. (LRW)

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Descriptors:
Academic Achievement; Case Studies; Comprehension; Computer Assisted Instruction; Educational Psychology; Educational Research; Educational Technology; Feedback; Higher Education; Linguistics; Literature Reviews; Second Language Learning; Student Attitudes; Student Improvement

Abstract:
This paper examines 22 empirical computer-assisted language learning (CALL) studies published between 1989 and 1994, and 13 reviews and syntheses published between 1987 and 1992, pertaining to CALL in higher education in the United States. A "three streams" framework helps to place CALL in a larger context and illustrate its several dimensions. Any specific CALL program involves decisions in relation to developments in at least three fields: educational psychology; linguistics; and computer technology. These three fields may be conceptualized as streams, where each stream flows more or less independently of the others, but where the practice of CALL at any given time requires making a passage across all three. An interpretive summary of five major findings from the review of the empirical CALL studies is offered: (1) captioning video segments can dramatically boost student comprehension; (2) CALL can connect students with other people inside and outside of the classroom, promoting natural and spontaneous communication in the target language; (3) the type of CALL feedback provided to students can play a central role in learning; (4) student attitudes toward CALL are not consistently linked to student achievement using CALL; and (5) CALL can substantially improve achievement as compared with traditional instruction. This paper also provides three general conclusions, each accompanied by recommendations for future CALL practice and research. Appendices include the material search procedure; captioning information; supplementary findings from the empirical studies; individual summaries of empirical studies; and individual summaries of CALL and Computer-Assisted Instruction (CAI) reviews. (Contains 43 references.) (Author/AEF) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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