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ERIC Number: EJ777254
Record Type: Journal
Publication Date: 2004-Mar
Pages: 23
Abstractor: Author
Reference Count: 0
ISSN: ISSN-0272-2631
To Think Aloud or Not to Think Aloud: The Issue of Reactivity in SLA Research Methodology
Leow, Ronald P.; Morgan-Short, Kara
Studies in Second Language Acquisition, v26 n1 p35-57 Mar 2004
Recently, several studies in SLA (e.g., for discourse, Alanen, 1995; Leow, 2001b; Rott, 1999; for problem-solving tasks, Leow, 1998a, 1998b, 2000, 2001a; Rosa & Leow, in press a, in press b; Rosa & O'Neill, 1999) have addressed the operationalization and measurement of attention (and awareness) in their research methodology. Studies have employed think-aloud protocols to gather concurrent, on-line data on learners' cognitive processes while they interacted with L2 data. However, the issue of reactivity--the act of thinking aloud potentially triggering changes in learners' cognitive processes while performing the task--has not been empirically addressed in the SLA field. The present study empirically addresses the effects of thinking aloud during the reading process on learners' comprehension, intake, and controlled written production. Participants were first-year college-level students of Spanish exposed to the same passage, pretest, and posttest assessment tasks but differed on type of condition (plus or minus think aloud). Results indicate that reactivity does not play a significant role in learners' subsequent performances. (Contains 1 footnote.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A