What makes students click: working memory and look-up behavior

Chun, Dorothy M.; Payne, J. Scott

doi:10.1016/j.system.2004.09.008

Cited by 107 publications

(72 citation statements)

References 32 publications

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“…Students do have access to a glossary providing translations, but the glossing that does occur with pictures is in the target language only. In support of this usage, Chun and Payne (2004) indicate that previous studies have shown that the use of multimedia glosses for vocabulary have been found to have higher retention rates when learners look up a picture or associates words with pictures as opposed to looking up translations alone. Lomicka's work (1998) with glossing also suggests that a deeper level of text comprehension may be advanced when a full array of glossing is available to the students, which was evidenced in the study by the ability of the learner, who had glossing available to them, to make correct inferences.…”

Section: Organization Of the Materials In Content Modulessupporting

confidence: 52%

Using the Technology in Content-based Second Foreign Language Teaching at the Research University

Zhitkova

Kozlovskaya

Kachalov

2014

Procedia - Social and Behavioral Sciences

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This article describes a project launched at the Department of the German Language of Tomsk State University, Russia. The authors consider the changes in enlarging the current curriculum on the example of the course of the German language taught for the first-year students. A project to create a pilot content module on the basis of the available technology at the University to expand curricular content in accordance with the first-year textbook was conducted.

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Section: Organization Of the Materials In Content Modulessupporting

confidence: 52%

Using the Technology in Content-based Second Foreign Language Teaching at the Research University

Zhitkova

Kozlovskaya

Kachalov

2014

Procedia - Social and Behavioral Sciences

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“…In those cases, the words clicked by students, the numbers of clicks, and other keyboard activities, were automatically logged. Student behavioural data such as time on task and navigation patterns could be derived from the raw data (Hwu, 2013) and the effect of the glossary consultation behaviour was checked against vocabulary or reading competence (Chun & Payne, 2004;Hulstijn, 2000;Laufer, 2000;Lomicka, 1998). Indeed, even if human-computer interactions were often reported quantitatively (e.g., how many lookups, time spent, etc.…”

Section: Previous Call Studies That Tracked Learner Behaviourmentioning

confidence: 99%

Affordances and limitations of learning analytics for computer-assisted language learning: a case study of the VITAL project

Gelan

Fastré

Verjans

et al. 2018

Computer Assisted Language Learning

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Learning analytics (LA) has emerged as a field that offers promising new ways to support failing or weaker students, prevent drop-out and aid retention. However, other research suggests that large datasets of learner activity can be used to understand online learning behaviour and improve pedagogy. While the use of LA in language learning has received little attention to date, available research suggests that understanding language learner behaviour could provide valuable insights into task design for instructors and materials designers, as well as help students with effective learning strategies and personalised learning pathways. This paper first discusses previous research in the field of language learning and teaching based on learner tracking and the specific affordances of LA for CALL, as well as its inherent limitations and challenges. The second part of the paper analyses data arising from the European Commission (EC) funded VITAL project that adopted a bottom-up pedagogical approach to LA and implemented learner activity tracking in different blended or distance learning settings.Referring to data arising from 285 undergraduate students on a Business French course at Hasselt University which used a flipped classroom design, statistical and process-mining techniques were applied to map and visualise actual uses of online learning resources over the course of one semester.Results suggested that most students planned their self-study sessions in accordance with the flipped classroom design, both in terms of their timing of online activity and selection of contents. Other metrics measuring active online engagement -a crucial component of

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“…In another study employing Daneman and Carpenter's test with ESL learners, Abu-Rabia (2003) found that WM correlated with L2 reading and creative writing, and with the ability to process referents of distant pronouns. In contrast to these studies, Taguchi (2008) and Chun and Payne (2004) also used Daneman and Carpenter's test but found no WM effects on either L2 English comprehension of conversational implicatures or L2 German reading comprehension and vocabulary acquisition respectively. The lack of effects could be due to methodological variations of the original RST (e.g., Chun & Payne's participants checked which sentence-fi nal words had appeared in the preceding set instead of recalling the words themselves) or to how Daneman and Carpenter measured processing (reading aloud does not ensure semantic processing).…”

Section: Working Memory and L2 Comprehension And Productionmentioning

confidence: 78%

Working Memory in Second Language Acquisition

Sagarra¹

2012

The Encyclopedia of Applied Linguistics

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Working memory (WM) is the temporary storage and processing of incoming information needed to execute complex cognitive actions (Baddeley, 2007), such as processing a foreign language (L2). Since the 1980s, the role of WM in fi rst language (L1) processing has been investigated extensively, but only more recently has its role in L2 learning been examined keeping in mind that adult second language acquisition (SLA) requires additional computation and activation, which in turn imposes extra load on the already limited WM resources. In particular, two memory components have been considered to play a prominent role in SLA: phonological short-term memory and WM's central executive, which is responsible for information management during processing. Our goal is to describe the theoretical underpinnings of WM's central executive, discuss tests to measure WM's central executive for L2 research, and provide a critical review of studies examining its role in L2 processing and learning. This issue is crucial for explaining individual differences in L2 learning, creating language-aptitude tests that predict L2 abilities, and implementing pedagogical practices that enhance verbal WM through trainability and compensate for WM capacity (WMC) shortcomings. Working Memory ModelsOf the numerous WM models that have emerged since the term was coined in the 1960s, the following are particularly popular within SLA circles: Just and Carpenter's domainspecifi c single-resource model, Baddeley's and Waters and Caplan's domain-specifi c multipleresource models, and the domain-free connectionist models. Domain-specifi c models claim that limitations in WMC constrain L2 learning, whereas domain-free models rely on limitations imposed by a domain-general attentional construct. In turn, single-resource models emphasize a trade-off between processing and storage, while multiple-resource models assume that processing and storage are independent from each other.Just and Carpenter's (1992) capacity theory posits that processing and storage depend on and compete for a shared pool of resources with a limited capacity that varies among individuals. Tasks that deplete a person's WMC can result in less storage and slower processing. This model differs from Baddeley's (2007) model that depicts WM as a multipleresource system formed by a central executive and three slave systems with independent limited capacities: two short-term storage systems (phonological loop, visuospatial sketchpad) dedicated to a content domain (verbal and visuospatial respectively) and an episodic buffer that relays information between long-term memory and the phonological loop and visuospatial sketchpad. The central executive coordinates the fl ow of information between its slave systems, binds information from a number of sources into coherent episodes, determines what information is selected and inhibited, and decides when to shift between tasks or retrieval strategies. This polifacetic nature has led some scholars to propose separate resources within the central executive. Fo...

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What makes students click: working memory and look-up behavior

Cited by 107 publications

References 32 publications

Using the Technology in Content-based Second Foreign Language Teaching at the Research University

Using the Technology in Content-based Second Foreign Language Teaching at the Research University

Affordances and limitations of learning analytics for computer-assisted language learning: a case study of the VITAL project

Working Memory in Second Language Acquisition

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