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Article
Methodilogical Issues in Research on Learner-Computer Interactions in CALL
Language Learning & Technology
  • Volker Hegelheimer, Iowa State University
  • Carol Chapelle, Iowa State University
Document Type
Article
Publication Version
Published Version
Publication Date
1-1-2000
Abstract
CALL materials may provide a mechanism for implementing theoretically-ideal conditions for second language acquisition and for conducting empirical research to investigate effects of these conditions. This paper explores methodological issues involved in realizing this potential by focusing on investigation of the noticing hypothesis (Schmidt, 1990) in CALL reading materials. It reviews the problem of assessing noticing in classroom and experimental settings through a) conditions for noticing, b) retrospective assessment, and c) concurrent assessment. Concurrent assessment, which provides the most direct measure of noticing, is illustrated through CALL materials that gather data on noticing, test retention of word meaning, and calculate the correlation between noticed and remembered words. Methodological issues of implementation and validation are discussed.
Comments

This article is from Language Learning & Technology 4 (2000): 41. Posted with permission.

Copyright Owner
Hegelheimer, et al.
Language
en
File Format
application/pdf
Citation Information
Volker Hegelheimer and Carol Chapelle. "Methodilogical Issues in Research on Learner-Computer Interactions in CALL" Language Learning & Technology Vol. 4 Iss. 1 (2000) p. 41 - 59
Available at: http://works.bepress.com/carol_chapelle/11/