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ERIC Number: EJ883425
Record Type: Journal
Publication Date: 2010
Pages: 19
Abstractor: As Provided
Reference Count: 79
ISBN: N/A
ISSN: ISSN-0026-7902
Prompting in CALL: A Longitudinal Study of Learner Uptake
Heift, Trude
Modern Language Journal, v94 n2 p198-216 Sum 2010
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).
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada