Input from Computer Assisted Language Learning Programs and Novice Language Learners with Extreme Learning Styles

Lee-Luan Ng; Tamsin Meaney

Input from Computer Assisted Language Learning Programs and Novice Language Learners with Extreme Learning Styles

Lee-Luan Ng, Tamsin Meaney

Research output: Book chapter/Published conference paper › Conference paper › peer-review

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Abstract

In recent years, there has been a concentration on how input enhances students' language learning. There has also been investigations into how CD-ROMs could contribute to thelanguage learning process. However, what is not understood to any great degree is how student interactions with commercially produced CD-ROMs result in language learning. This paper reports on a small study which looked at how students with extreme learning styles (visual/verbal/sequential/global) made use of different features of two CDs. In particular, it reports on how students made comprehensible the input that they received and how features of the CDs facilitated or restricted their learning.

Original language	English
Title of host publication	Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2003
Place of Publication	Honolulu
Publisher	Association for the Advancement of Computing in Education
Pages	2782-2789
Number of pages	8
Publication status	Published - 2003
Event	ED-MEDIA 2003 - Honolulu, Hawaii, New Zealand Duration: 23 Jun 2003 → 28 Jun 2003

Conference

Conference	ED-MEDIA 2003
Country/Territory	New Zealand
Period	23/06/03 → 28/06/03

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CRO_Meaney_2003_Computer assisted learning.pdfAccepted author manuscript, 345 KB

Cite this

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title = "Input from Computer Assisted Language Learning Programs and Novice Language Learners with Extreme Learning Styles",

abstract = "In recent years, there has been a concentration on how input enhances students' language learning. There has also been investigations into how CD-ROMs could contribute to thelanguage learning process. However, what is not understood to any great degree is how student interactions with commercially produced CD-ROMs result in language learning. This paper reports on a small study which looked at how students with extreme learning styles (visual/verbal/sequential/global) made use of different features of two CDs. In particular, it reports on how students made comprehensible the input that they received and how features of the CDs facilitated or restricted their learning.",

keywords = "Open access version available",

author = "Lee-Luan Ng and Tamsin Meaney",

note = "Imported on 03 May 2017 - DigiTool details were: publisher = Honolulu: Association for the Advancement of Computing in Education, 2003. editor/s (773b) = D Lassner, C McNaught; Event dates (773o) = 23-28 June 2003; Parent title (773t) = ED-MEDIA 2003.; ED-MEDIA 2003 ; Conference date: 23-06-2003 Through 28-06-2003",

year = "2003",

language = "English",

pages = "2782--2789",

booktitle = "Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2003",

publisher = "Association for the Advancement of Computing in Education",

address = "United States",

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Input from Computer Assisted Language Learning Programs and Novice Language Learners with Extreme Learning Styles. / Ng, Lee-Luan; Meaney, Tamsin.
Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2003. Honolulu: Association for the Advancement of Computing in Education, 2003. p. 2782-2789.

Research output: Book chapter/Published conference paper › Conference paper › peer-review

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T1 - Input from Computer Assisted Language Learning Programs and Novice Language Learners with Extreme Learning Styles

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AU - Meaney, Tamsin

N1 - Imported on 03 May 2017 - DigiTool details were: publisher = Honolulu: Association for the Advancement of Computing in Education, 2003. editor/s (773b) = D Lassner, C McNaught; Event dates (773o) = 23-28 June 2003; Parent title (773t) = ED-MEDIA 2003.

PY - 2003

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N2 - In recent years, there has been a concentration on how input enhances students' language learning. There has also been investigations into how CD-ROMs could contribute to thelanguage learning process. However, what is not understood to any great degree is how student interactions with commercially produced CD-ROMs result in language learning. This paper reports on a small study which looked at how students with extreme learning styles (visual/verbal/sequential/global) made use of different features of two CDs. In particular, it reports on how students made comprehensible the input that they received and how features of the CDs facilitated or restricted their learning.

AB - In recent years, there has been a concentration on how input enhances students' language learning. There has also been investigations into how CD-ROMs could contribute to thelanguage learning process. However, what is not understood to any great degree is how student interactions with commercially produced CD-ROMs result in language learning. This paper reports on a small study which looked at how students with extreme learning styles (visual/verbal/sequential/global) made use of different features of two CDs. In particular, it reports on how students made comprehensible the input that they received and how features of the CDs facilitated or restricted their learning.

KW - Open access version available

M3 - Conference paper

SP - 2782

EP - 2789

BT - Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2003

PB - Association for the Advancement of Computing in Education

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Y2 - 23 June 2003 through 28 June 2003

ER -

Input from Computer Assisted Language Learning Programs and Novice Language Learners with Extreme Learning Styles

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