Multimedia Instruction & Language Learning Attitudes: A Study with University Students
Palabras clave:
Second language Learning, Multimedia instruction, Language Learner Attitudes.Agencias de apoyo:
Universidad Juárez Autónoma de Tabasco (Programa de Fortalecimiento de Cuerpos Académicos)Resumen
This study examined the effects of two types of Multimedia Instruction (MI) and learners’ second language (L2) proficiency on language learning attitudes. During four weeks, university learners of French received MI on the distinctive use of the perfective and the imperfective past in one of the four following conditions: learners with low L2 proficiency level exposed to MI with (n=17) or without language awareness tasks (n=17), and learners with intermediate L2 proficiency level exposed to MI with (n=14) or without language awareness tasks (n=28). Before and after the experiment, participants completed the Attitude/Motivation Test Battery (AMTB). Non-parametric analyses revealed a positive enhancement of classroom-related attitudes only among intermediate learners exposed to MI without Language Awareness Tasks. Nevertheless, the results showed similar as well as stable attitudes towards language learning in all the experimental conditions.Descargas
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Referencias
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Andersen, R. W. (2002). The dimensions of pastness. In R. Salaberry & Y. Shirai (Eds.), The L2 acquisition of tense-aspect morphology (pp. 79-105). Amsterdam: John Benjamins.
Ayres, R. (2002). Learner attitudes towards the use of CALL. Computer Assisted Language Learning, 15, 241-249.
Bardovi-Harlig, K. (2000). Tense and aspect in second language acquisition: Form, meaning, and use. Oxford: Blackwell.
Bax, S. (2003). CALL -past, present and future. System, 31, 13-28
Chapelle, C. (1998). Multimedia CALL: Lessons to be learned from research on instructed SLA. Language Learning and Technology, 2, 22-34.
Chapelle, C. (2001). Computer applications in second language acquisition. New York: Cambridge University Press.
Chapelle, C. (2004). Technology and second language learning: Expanding methods and agendas. System, 32, 593-601.
Collins, L. (2002). The role of L1 influence and lexical aspect in the acquisition of temporal morphology. Language Learning, 52, 43-94.
De la Cruz, V., & Izquierdo, J. (2014). Multimedia Instruction on Latin Roots of the English Language and L2 Vocabulary Learning in Higher Education Contexts: Learner Proficiency Effects. Sinéctica, Revista Electrónica de Educación, 42, 1-11.
Dunn, J. W. (Writer) (1967). Pink Panic, The Pink Panther Show. U.S.A.: United Artists.
Ellis, R. (2001). Investigating form-focussed instruction. Language Learning, 51, 1-46.
Felix, U. (2008). The unreasonable effectiveness of CALL: What have we learned in two decades of research? ReCALL, 20, 141-161.
Fields, A. (2005). Discovering statistics using SPSS. London, UK: SAGE.
García-Mayo, M. P. (Ed.) (2007). Investigating tasks in formal language learning. Clevedon, UK: Multilingual Matters.
Gardner, R. (1985a). Social psychology and language learning: The role of attitudes and motivation. London: Edward Arnold.
Gardner, R. (1985b). The Attitude/Motivation Test Battery: Technical Report. London, ON: University of Western Ontario.
Gardner, R., Lalonde, R., & Moorcroft, R. (1985). The role of attitudes and motivation in second language learning: Correlational and experimental correlations. Language Learning, 35, 207-227.
Gardner, R., & MacIntyre, P. (1985). An instrumental motivation study in language study. Studies in Second Language Acquisition, 13, 57-72.
Gardner, R., Tremblay, P., & Masgoret, A. (1997). Towards a full model of second language learning: An empirical investigation. The Modern Language Journal, 81, 344-362.
Harley, B. (1992). Patterns of second language in French immersion. French Language Studies, 2, 35-79.
Harley, B., & Swain, M. (1978). An analysis of the verb system used by young learners of French. Interlanguage Studies Bulleting, 3, 35-79.
Howard, M. (2001). The effects of study abroad on the L2 learner's structural skills. EUROSLA Yearbook, 1, 123-141.
Howard, M. (2002). Prototypical and non-prototypical marking in the advanced learner's aspectuo-temporal system. EUROSLA Yearbook, 2, 87-113.
Izquierdo, J. (2014). Multimedia instruction in foreign language classrooms: Effects on the acquisition of the French perfective and imperfective distinction. The Canadian Modern Language Review, 70, 2, 188-219.
Izquierdo, J. (2009). L’aspect lexical et la production des temps du passé en français L2 : une étude quantitative auprès d’apprenants hispanophones – La revue canadienne de langues vivantes, 65, 587-613.
Izquierdo, J., & Collins, L. (2008). The facilitative effects of L1 influence on L2 tense-aspect marking: Hispanophones and Anglophones learning French, The Modern Language Journal, 93, 350 -368.
Izquierdo, J. (2007). Multimedia instruction in foreign language classrooms: Effects on the acquisition of the French perfective and imperfective distinction. PhD dissertation, McGill University, Canada.
Kawauchi, C. (2005). Proficiency Differences in CALL Based Vocabulary Learning: The Effectiveness of Using “PowerWords” FLEAT 5, 55-65.
Krashen, S. (1992). Teaching issues: Formal grammar instruction. TESOL Quarterly, 26, 409-411.
Krashen, S. (1994). The input hypothesis and its rivals. In N. Ellis (Ed.), Implicit and explicit learning of languages (pp. 45-77). London: Academic Press.
Leakey, J., & Ranchoux, A. (2006). BLINGUA. A blended language learning approach for CALL. Computer assisted language learning, 19, 357-372.
Loucky, J. P. (2005). Combining the benefits of electronic and online dictionaries with CALL Web sites to produce effective and enjoyable vocabulary and language learning lessons. Computer Assisted Language Learning,18, 389 – 416.
Lyster, R., & Izquierdo, J. (2009). Prompts versus recasts in dyadic interaction. Language Learning, 59, 453-498.
Lyster, R. (2004). Research on form-focused instruction in immersion classrooms: implications for theory and practice. Journal of French Language Studies, 14, 321-341.
Masgoret, A., & Gardner, R. (2003). Attitudes, motivation and second language learning: A meta-analysis of studies conducted by Gardner and associates. Language Learning, 53, 123-163.
Mahfouz, S. & Ihmeideh, F. (2009). Attitudes of Jordanian university students toward using online chat discourse with native speakers of English for improving their language proficiency. Computer Assisted Language Learning, 22, 207 - 227.
Morales, D. & Izquierdo, J. (2011). L2 Phonology Learning among Young-Adult Learners of English: Effects of Regular Classroom-based Instruction and L2 Proficiency. Revista Electrónica de Investigación Educativa, 13, 1, 1-22.
O'Connor, P. & Gatton, W. (2003). Implementing multimedia in a university EFL program: A case study in CALL. In S. Fotos and C. Browne (Eds). New perspectives on CALL for second language classroooms (pp. 199-224). Mahwah, NJ: Lawrence Erlbaum.
Plass, J. L., & Jones, L. C. (2005). Multimedia learning in second language acquisition. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 467-488). New York: Cambridge University Press.
Reeder, K., Heift, T., Roch, J., Tabyanian, S., & Gölz, P. (2004). Toward a E/Valuation for Second Language Learning Media. In S. Fotos and C. Browne (Eds). New perspectives on CALL for second language classroooms (pp.255 -278). Mahwah, NJ: Lawrence Erlbaum.
Romano, J., Kromrey, J., Coraggio, J., and Skowronek, J. (2006). Appropriate statistics for ordinal level data: Should we really be using t-test and Cohen's d for evaluating group differences on the NSSE and other surveys? Paper presented at the Annual Meeting of the Florida Association of Institutional Research, Cocoa Beach, Florida.
Ryan, J. (Writer) (1968). Put-Put, Pink, The Pink Panther Show. U.S.A.: DePatie-Freleng Enterprises.
Sagarra, N., & Zapata, G. (2008). Blending classroom instruction with online homework: a study of student perceptions of computer-assisted L2 learning. ReCALL, 20, 208-244.
Sanz, C. (2004). Computer-delivered implicit versus explicit feedback in processing instruction. In B. VanPatten (Ed.), Processing instruction (pp. 227-240). Mahwah, NJ: Lawrence Erlbaum.
Sanz, C., & Morgan-Short, K. (2004). Positive evidence versus explicit rule presentation and explicit negative feedback: A computer-assisted study. Language Learning, 54, 35-78.
Simard, D., & Wong, W. (2004). Language awareness and its multiple possibilities for the L2 classroom. Foreign Language Annals, 37, 96-110.
Spada, N., & Tomita, Y. (2010). Interactions between type of instruction and type of language feature: A meta-analysis. Language Learning, 60, 263-308.
VanAacken, S. (1999). What motivates L2 learners in the acquisition of Kanji using CALL: A case study. Computer Assisted Language Learning, 12, 113-136.
Andersen, R. W. (2002). The dimensions of pastness. In R. Salaberry & Y. Shirai (Eds.), The L2 acquisition of tense-aspect morphology (pp. 79-105). Amsterdam: John Benjamins.
Ayres, R. (2002). Learner attitudes towards the use of CALL. Computer Assisted Language Learning, 15, 241-249.
Bardovi-Harlig, K. (2000). Tense and aspect in second language acquisition: Form, meaning, and use. Oxford: Blackwell.
Bax, S. (2003). CALL -past, present and future. System, 31, 13-28
Chapelle, C. (1998). Multimedia CALL: Lessons to be learned from research on instructed SLA. Language Learning and Technology, 2, 22-34.
Chapelle, C. (2001). Computer applications in second language acquisition. New York: Cambridge University Press.
Chapelle, C. (2004). Technology and second language learning: Expanding methods and agendas. System, 32, 593-601.
Collins, L. (2002). The role of L1 influence and lexical aspect in the acquisition of temporal morphology. Language Learning, 52, 43-94.
De la Cruz, V., & Izquierdo, J. (2014). Multimedia Instruction on Latin Roots of the English Language and L2 Vocabulary Learning in Higher Education Contexts: Learner Proficiency Effects. Sinéctica, Revista Electrónica de Educación, 42, 1-11.
Dunn, J. W. (Writer) (1967). Pink Panic, The Pink Panther Show. U.S.A.: United Artists.
Ellis, R. (2001). Investigating form-focussed instruction. Language Learning, 51, 1-46.
Felix, U. (2008). The unreasonable effectiveness of CALL: What have we learned in two decades of research? ReCALL, 20, 141-161.
Fields, A. (2005). Discovering statistics using SPSS. London, UK: SAGE.
García-Mayo, M. P. (Ed.) (2007). Investigating tasks in formal language learning. Clevedon, UK: Multilingual Matters.
Gardner, R. (1985a). Social psychology and language learning: The role of attitudes and motivation. London: Edward Arnold.
Gardner, R. (1985b). The Attitude/Motivation Test Battery: Technical Report. London, ON: University of Western Ontario.
Gardner, R., Lalonde, R., & Moorcroft, R. (1985). The role of attitudes and motivation in second language learning: Correlational and experimental correlations. Language Learning, 35, 207-227.
Gardner, R., & MacIntyre, P. (1985). An instrumental motivation study in language study. Studies in Second Language Acquisition, 13, 57-72.
Gardner, R., Tremblay, P., & Masgoret, A. (1997). Towards a full model of second language learning: An empirical investigation. The Modern Language Journal, 81, 344-362.
Harley, B. (1992). Patterns of second language in French immersion. French Language Studies, 2, 35-79.
Harley, B., & Swain, M. (1978). An analysis of the verb system used by young learners of French. Interlanguage Studies Bulleting, 3, 35-79.
Howard, M. (2001). The effects of study abroad on the L2 learner's structural skills. EUROSLA Yearbook, 1, 123-141.
Howard, M. (2002). Prototypical and non-prototypical marking in the advanced learner's aspectuo-temporal system. EUROSLA Yearbook, 2, 87-113.
Izquierdo, J. (2014). Multimedia instruction in foreign language classrooms: Effects on the acquisition of the French perfective and imperfective distinction. The Canadian Modern Language Review, 70, 2, 188-219.
Izquierdo, J. (2009). L’aspect lexical et la production des temps du passé en français L2 : une étude quantitative auprès d’apprenants hispanophones – La revue canadienne de langues vivantes, 65, 587-613.
Izquierdo, J., & Collins, L. (2008). The facilitative effects of L1 influence on L2 tense-aspect marking: Hispanophones and Anglophones learning French, The Modern Language Journal, 93, 350 -368.
Izquierdo, J. (2007). Multimedia instruction in foreign language classrooms: Effects on the acquisition of the French perfective and imperfective distinction. PhD dissertation, McGill University, Canada.
Kawauchi, C. (2005). Proficiency Differences in CALL Based Vocabulary Learning: The Effectiveness of Using “PowerWords” FLEAT 5, 55-65.
Krashen, S. (1992). Teaching issues: Formal grammar instruction. TESOL Quarterly, 26, 409-411.
Krashen, S. (1994). The input hypothesis and its rivals. In N. Ellis (Ed.), Implicit and explicit learning of languages (pp. 45-77). London: Academic Press.
Leakey, J., & Ranchoux, A. (2006). BLINGUA. A blended language learning approach for CALL. Computer assisted language learning, 19, 357-372.
Loucky, J. P. (2005). Combining the benefits of electronic and online dictionaries with CALL Web sites to produce effective and enjoyable vocabulary and language learning lessons. Computer Assisted Language Learning,18, 389 – 416.
Lyster, R., & Izquierdo, J. (2009). Prompts versus recasts in dyadic interaction. Language Learning, 59, 453-498.
Lyster, R. (2004). Research on form-focused instruction in immersion classrooms: implications for theory and practice. Journal of French Language Studies, 14, 321-341.
Masgoret, A., & Gardner, R. (2003). Attitudes, motivation and second language learning: A meta-analysis of studies conducted by Gardner and associates. Language Learning, 53, 123-163.
Mahfouz, S. & Ihmeideh, F. (2009). Attitudes of Jordanian university students toward using online chat discourse with native speakers of English for improving their language proficiency. Computer Assisted Language Learning, 22, 207 - 227.
Morales, D. & Izquierdo, J. (2011). L2 Phonology Learning among Young-Adult Learners of English: Effects of Regular Classroom-based Instruction and L2 Proficiency. Revista Electrónica de Investigación Educativa, 13, 1, 1-22.
O'Connor, P. & Gatton, W. (2003). Implementing multimedia in a university EFL program: A case study in CALL. In S. Fotos and C. Browne (Eds). New perspectives on CALL for second language classroooms (pp. 199-224). Mahwah, NJ: Lawrence Erlbaum.
Plass, J. L., & Jones, L. C. (2005). Multimedia learning in second language acquisition. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 467-488). New York: Cambridge University Press.
Reeder, K., Heift, T., Roch, J., Tabyanian, S., & Gölz, P. (2004). Toward a E/Valuation for Second Language Learning Media. In S. Fotos and C. Browne (Eds). New perspectives on CALL for second language classroooms (pp.255 -278). Mahwah, NJ: Lawrence Erlbaum.
Romano, J., Kromrey, J., Coraggio, J., and Skowronek, J. (2006). Appropriate statistics for ordinal level data: Should we really be using t-test and Cohen's d for evaluating group differences on the NSSE and other surveys? Paper presented at the Annual Meeting of the Florida Association of Institutional Research, Cocoa Beach, Florida.
Ryan, J. (Writer) (1968). Put-Put, Pink, The Pink Panther Show. U.S.A.: DePatie-Freleng Enterprises.
Sagarra, N., & Zapata, G. (2008). Blending classroom instruction with online homework: a study of student perceptions of computer-assisted L2 learning. ReCALL, 20, 208-244.
Sanz, C. (2004). Computer-delivered implicit versus explicit feedback in processing instruction. In B. VanPatten (Ed.), Processing instruction (pp. 227-240). Mahwah, NJ: Lawrence Erlbaum.
Sanz, C., & Morgan-Short, K. (2004). Positive evidence versus explicit rule presentation and explicit negative feedback: A computer-assisted study. Language Learning, 54, 35-78.
Simard, D., & Wong, W. (2004). Language awareness and its multiple possibilities for the L2 classroom. Foreign Language Annals, 37, 96-110.
Spada, N., & Tomita, Y. (2010). Interactions between type of instruction and type of language feature: A meta-analysis. Language Learning, 60, 263-308.
VanAacken, S. (1999). What motivates L2 learners in the acquisition of Kanji using CALL: A case study. Computer Assisted Language Learning, 12, 113-136.
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Publicado
2015-04-30
