Computers and L2 Reading: Student Performance, Student Attitudes¹

Abstract

We investigated the ways intermediate‐level undergraduate students of French interacted with a computerized L2 reading gloss from three perspectives: 1) the relationship between the group's choice of program options and the quantity and accuracy of their comprehension; 2) individual user styles; and 3) student perceptions of the effectiveness of the program. Opinions of the software were unanimously favorable, although there was no evidence of a relationship between computer use and comprehension. While many types of information were available to them, students tended to consult almost exclusively word definitions provided in English. Comparisons of tracker data with recall protocols implied that comprehension might have improved had other program components also been accessed. We conclude with suggestions for more effective L2 reading software design for students at this instructional level, as well as with indications of likely directions for future research.

Effects of Multimedia Annotations on Thai EFL Readers’ Words and Text Recall

“…This finding corresponds with the results from earlier studies, for example a study by Davis and Lyman-Hager's (1997), and a study by Jacobs et al (1994). However, it contrasts with the result from Yanguas's study (2009), which found that learners who read a text with textual and picture annotations understand the text better than those who read a text with textual annotations only and those who read a text with picture annotations only.…”

Teachers' attitudes towards Computer-Assisted Language Learning in Australia and Spain

“…Some studies carried out in the 1960s and 1970s, such as Barrutia (1964and 1970), or Gilman (1969, already showed a tendency to study the effectiveness of a certain CALL application in language teaching. This was also one of the main foci in the 1990s and in more recent years, as we can see in Blake (2000), Cahill and Catanzaro (1997), Chun (1994), Chun and Plass (1996), Davis and Lyman-Hager (1997), Derwing, Munro, and Carbonaro (2000), clac 57/2014, 3-44 bilbatua and herrero de haro: attitudes 9 González-Edfelt (1990), González-Bueno (2000), Grace (2000Grace ( ), kasper (2000, Lam (2000), Nagata (1996Nagata ( , 1997Nagata ( , 1998Nagata ( , 1999, Osuna (2000), and Van Handle and Corl (1999), and more recently, in Aydin and Genç (2011), in Heift and Schulze (2012: 28), and Wang and Vásquez (2012).…”

Students and the Teacher’s Perceptions on Incorporating the Blog Task and Peer Feedback into EFL Writing Classes Through Blogs

“…Second, they may not have strong English grammatical knowledge. Third, they may have lower motivation for writing tasks and assignments in traditional writing classes, since the writing teacher is usually the only perceived audience for the students' writing (Aljumah, 2012;Davis, 1997). Therefore, practitioners are finding ways to create more authentic and motivating writing environments for EFL writers.…”