A computer assisted method to track listening strategies in second language learning

Stéphanie Roussel

54 citations0/0 files storedReCALL

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

EFL/ESL Teaching and Learning Second Language Acquisition and Learning Subtitles and Audiovisual Media

Abstract

Abstract Many studies about listening strategies are based on what learners report while listening to an oral message in the second language (Vandergrift, 2003; Graham, 2006). By recording a video of the computer screen while L2 learners (L1 French) were listening to an MP3-track in German, this study uses a novel approach and recent developments in computer technology to examine objectively what learners do while listening. The videos of the participants’ screens show the movements of the mouse and its time-course, and therefore the pauses and the backward or forward movements learners do in order to master their listening task. In this study, “self-regulation” indicates the capacity of the listener to exercise physical control over the listening input by using the mouse. Our point is that the recorded physical movements of the mouse during the listening task are a good indicator of metacognitive activity. This is independent of what the learner reports. The data and the time-courses of the mouse were then analyzed, from both a psycholinguistic and a linguistic point of view. This enabled us, on the one hand, to define a typology of listening strategies depending on the initial level of the participants and to show that, on the whole, the opportunity to have personal control over information input/intake does improve all the learners’ information processing. On the other hand, tracking the movements of the mouse while a learner individually listens to an oral text on a computer also has a methodological interest and equally allowed us to verify some precise research hypotheses about the links between linguistic features, for example, place of German compounds and final position of the verb in a subordinate clause, self-regulation strategies and comprehension.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 54 citations exist upstream.

References

2009Common European Framework of Reference for Languages: learning, teaching, assessment 1978Toward a model of text comprehension and production.1998Comprehension: A Paradigm for Cognition 1992Learning Strategies in Second Language Acquisition 1990Learning Strategies in Second Language Acquisition 2000A cognitive perspective on language learners' listening comprehension problems 2007Recent developments in second and foreign language listening comprehension research 2005LANGUAGE LEARNING STRATEGY INSTRUCTION: CURRENT ISSUES AND RESEARCH

Cited by

2016Interrelations Between Foreign Language Listening Anxiety and Strategy Use and Their Predicting Effects on Test Performance of High- and Low-Proficient Chinese University EFL Learners 2013Listening strategy use and influential factors in Web‐based computer assisted language learning 2017What Types of Training Improve Learners’ Performances in Second Language Listening Comprehension?2021Testing Effects of Foreign Language Listening Anxiety on Chinese University Students' English Listening Test Performance 2019

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.