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Title: CALL for help : a study of the use of help facilities and language learning strategies in the context of a Web-based multimedia CALL program
Author: Pujolà, Joan-Tomas̀
Awarding Body: University of Edinburgh
Current Institution: University of Edinburgh
Date of Award: 2001
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This thesis presents a description of how learners use the help facilities of a Web-based multimedia CALL program designed to foster second language learners' reading and listening skills and language learning strategies. Relevant literature review of three main areas of Applied Linguistics research and theory are first presented: Language Learning Strategies, Second Language Pedagogy and CALL. These have a direct influence on both the program and the research design. A description of the program then follows: ImPRESSions(c) is a Web-based multimedia program intended for self-study to help learners of English in their comprehension skills regarding news in newspapers, on television and radio. The targeted users are learners of English from pre-intermediate to advanced levels. The prototype for the research study targeted Spanish learners. The author of this thesis first designed the program using HTML and JavaScript programming languages based on the capabilities of the computer to interlink different media. Then the need for various help facilities and options was assessed and designed. Help facilities are understood here as the resources of the program which assist the learner in performing language learning tasks. The help facilities in ImPRESSions are divided between Assistance, those that provide learner help for comprehension of the texts, and Guidance, those that are related to the tasks and provide help for performing them. Thus we could state that Assistance facilities are related to cognitive strategies whereas Guidance facilities are more related to metacognitive strategies. This framework helped to conceptualise the design of the program and enabled the researcher to explore how different learners use the help facilities presented. This study investigates the variation of strategy use taking into account students' level and their perceived language learning strategy use. In essence this is an exploratory study of strategy use in a CALL environment 22 adult Spanish students worked with the program for four sessions. In these sessions learners' computer moves were tracked by online video screen recording and retrospective questions were audio recorded after they worked on different written and aural texts.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available