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|Title:||Metacognition and learners' interactions with a web-based CALL grammar exercise||Authors:||Chan, W.M.||Issue Date:||2005||Citation:||Chan, W.M. (2005). Metacognition and learners' interactions with a web-based CALL grammar exercise. User-Centered Computer Aided Language Learning : 209-233. ScholarBank@NUS Repository. https://doi.org/10.4018/978-1-59140-750-8.ch010||Abstract:||The nature of learners' interactions with the computer has received thus far relatively little attention in computer assisted language learning (CALL) research. In particular, few studies have investigated the role of metacognition, acknowledged in cognitive and constructivist learning theories as an important factor contributing to the learning outcome, in the processing of CALL tasks. This chapter reports on a qualitative study that examined the relationship between subjects' metacognition and their interactions with a German language CALL grammar exercise. The data collected seem to indicate that the effective use of interactive aids is dependent on the extent of learners' metacognitive knowledge. Conversely, it was observed that interactive aids had a positive effect on learners' metacognition by supporting their strategy use and helping them build new metacognitive knowledge. Excerpts from subjects' think-aloud reports and retrospective interviews will be presented to illustrate these insights. © 2006, Idea Group Inc.||Source Title:||User-Centered Computer Aided Language Learning||URI:||http://scholarbank.nus.edu.sg/handle/10635/129875||ISBN:||9781591407508||DOI:||10.4018/978-1-59140-750-8.ch010|
|Appears in Collections:||Staff Publications|
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