Help Options in CALL
A Systematic Review
DOI:
https://doi.org/10.11139/cj.27.1.69-90Keywords:
Enhanced Input in CALL, Help Options, Learner-Computer InteractionAbstract
This paper is a systematic review of research investigating help options in the different language skills in computer-assisted language learning (CALL). In this review, emerging themes along with is-sues affecting help option research are identified and discussed. We argue that help options in CALL are application resources that do not only seem to assist second language learners in performing tasks but also to support language learning. We also argue that in addition to situating help options within the interactionist theory in second language acquisition (SLA), help options could be exam-ined through the lenses of sociocultural theory. The examination of help options from disciplines re-lated to CALL allows for further understanding of how various approaches to research can be used to inform help option conceptualization and their development in CALL-based materials.
References
Aleven, V., & Koedinger, K. R. (2000). Limitations of student control: Do students know when they need help? In G. Gauthier, C. Frasson, & K. Vanlehn (Eds.), Proceedings of the 5th International Conference on Intelligent Tutoring Systems (ITS) 2000 (pp. 292-303). Berlin: Springer Verlag.
Aleven, V., McLaren, B., Roll, I., & Koedinger, K. (2004). Toward tutoring help seeking. In J. Lester, R. Vicari, & F. Paraguaço (Eds.), Proceedings of the 7th International Conference on Intelligent Tutoring Systems (ITS) 2004 (pp. 227-239). Maceiò-Alagoas, Brazil: Springer.
Aleven, V., Stahl, E., Schworm, S., Fischer, F., & Wallace, R. (2003). Help seeking and help design in interactive learning environments. Review of Educational Research, 73, 277-320.
Al-Seghayer, K. (2001). The effect of multimedia annotation modes on L2 vocabulary acquisition: A comparative study. Language Learning & Technology, 5(1). 202-232. Retrieved June 12, 2009, from http://llt.msu.edu/vol5num1/alseghayer/default.html
Ariew, R., & Ercetin, G. (2004). Exploring the potential of hypermedia annotations for second language reading. Computer Assisted Language Learning, 17, 237-259.
Barrette, C. (2001). Student’s preparedness and training for CALL. CALICO Journal, 19, 5-36. Retrieved June 11, 2009, from https://calico.org/page.php?id=5
Bartholomé, T., Stahl, E., & Bromme, R. (2004). Help-seeking in interactive learning environments: Effectiveness of help and learner-related factors in a dyadic setting. In Y. B. Kafai, W. A. Sandoval, N. Enyedy, A. S. Nixon, & F. Herrera (Eds.), Proceedings of the international conference of the learning sciences: Embracing diversity in the learning sciences (pp. 81-89). Mahwah, NJ: Lawrence Erlbaum.
Bland, S. K., Noblitt, J. S., Armington, S., & Gay, G. (1990). The naive lexical hypothesis: Evidence from computer-assisted language learning. The Modern Language Journal, 74, 440-450.
Cárdenas-Claros, M. S. (2005). Field dependence/field independence: How do students perform in CALLbased listening activities? Unpublished master’s thesis, Iowa State University, Ames.
Chapelle, C. A. (2003). English language learning and technology: Lectures on applied linguistics in the age of information and communication technology. Amsterdam: John Benjamins.
Chapelle, C. A. (2005a). CALICO at center stage: Our emerging rights and responsibilities. CALICO Journal, 23, 5-15. Retrieved June 11, 2009, from https://calico.org/page.php?id=5
Chapelle, C. A. (2005b). Hints about CALL use from research. PacCALL Journal, 1, 1-8
Chapelle, C. A. (2005c). Interactionist SLA theory in CALL research. In J. Egbert & G. M. Petrie (Eds.), CALL research perspectives (pp. 53-64). Mahwah, NJ: Lawrence Erlbaum.
Chapelle, C. A. (1998). Multimedia CALL: Lessons to be learned from research on instructed SLA. Language Learning & Technology, 2(1), 22-34. Retrieved June 11, 2009, from http://llt.msu.edu/vol2num1/article1
Chun, D. M. (2001). L2 reading on the web: Strategies for accessing information in hypermedia. Computer Assisted Language Learning, 14, 367-403.
Chun, D. M. (2006). CALL technologies for L2 reading. In L. Ducate & N. Arnold (Eds.), Calling on CALL: From theory and research to new directions in foreign language teaching (pp. 70-98). San Marcos, TX: CALICO.
Chun, D. M., & Payne, J. S. (2004). What makes students click: Working memory and look-up behavior. System, 32, 481-503.
Chun, D. M., & Plass, J. L. (1996). Effects of multimedia annotations on vocabulary acquisition. The Modern Language Journal, 80, 183-198.
Colpaert, J (2004). Design of online interactive language courseware: Conceptualization, specifications and prototyping. Research into the impact of linguistic-didactic functionality on software architecture. Antwerp: University of Antwerp.
Cobb, T. (1999). Breadth and depth of lexical acquisition with hands-on concordancing. Computer Assisted Language Learning, 12, 345-360.
De Ridder, I. (2002). Visible or invisible links: Does the highlighting of hyperlinks affect incidental vocabulary learning, text comprehension, and the reading process? Language Learning & Technology, 6(1), 123-146. Retrieved June 11, 2009, from http://llt.msu.edu/vol6num1/deridder/default.html
Doughty, C. J., & Long, M. H. (2003). Optimal psycholinguistic environments for distance foreign language learning. Language Learning & Technology, 7(3), 50-80. Retrieved June 11, 2009, from http://llt.msu.edu/vol7num3/doughty/default.html
Dworman, G., & Rosenbaum, S. (2004). Helping users to use help: Improving interaction with help systems. Paper presented at the Conference on Human Factors in Computing Systems. CHI 2004. Vienna, Austria.
Ellis, R. (1999). Learning a second language through interaction. Amsterdam: John Benjamins.
Ellison, M. (2007). Embedded user assistance: The future for software help? Interactions, 14(1), 30-31.
Farmer, R., & Gruba, P. (2006). Towards model-driven end-user development in CALL. Computer-Assisted Language Learning, 19, 149-191.
Ganem-Gutierrez, G. A. (2003). Beyond interaction: The study of collaborative activity in computermediated tasks. ReCALL, 15, 94-112.
Grace, C. A. (1998). Retention of word meanings inferred from context and sentence-level translations: Implications for the design of beginning-level CALL software. The Modern Language Journal, 82, 533-544.
Grace, C. A. (2000). Gender differences: Vocabulary retention and access to translations for beginning language learners in CALL. The Modern Language Journal, 84, 214-224.
Grgurović, M. (2005). Research into the use of help options in a multimedia listening unit. Unpublished master’s thesis, Iowa State University, Ames.
Grgurović, M., & Hegelheimer, V. (2007). Help options and multimedia listening: Student’s use of subtitles and transcripts. Language Learning & Technology, 11(1), 45-66. Retrieved June 11, 2009, from http://llt.msu.edu/vol11num1/grgurovic
Hegelheimer, V. (1998). Effects of textual glosses and sentence level audio glosses on online reading comprehension and vocabulary recall. Unpublished doctoral dissertation, University of Illinois, Urbana.
Hegelheimer, V., & Tower, D. (2004). Using CALL in the classroom: Analyzing student interactions in an authentic classroom. System, 32, 185-205.
Heift, T. (2006). Context-sensitive help in CALL. Computer Assisted Language Learning, 19, 243-259.
Hoven, D. (2003). Strategic uses of CALL: What learners use and how they react. Australian Review of Applied Linguistics, 17, 125-148.
Hsu, J. F. J. (1994). Computer assisted language learning (CALL): The effect of ESL students’ use of interactional modifications on listening comprehension. Unpublished doctoral dissertation, Iowa State University, Ames.
Hubbard, P. (2004). Learner training for effective use of CALL. In S. Fotos & C. Browne (Eds.), New perspectives on CALL for second language classrooms (pp. 45-68). Mahwah, NJ: Lawrence Erlbaum.
Hubbard, P. (2005). A review of subject characteristics in CALL research. Computer Assisted Language Learning, 18, 351-368.
Hughes, M. (2007). A pattern language for user assistance. Interactions, 14(1), 27-29.
Jones, L. C. (2003). Supporting listening comprehension and vocabulary acquisition with multimedia annotations: The students’ voice. CALICO Journal, 21, 41-65. Retrieved June 11, 2009, from https://calico.org/page.php?id=5
Jones, L. (2006). Effects of collaboration and multimedia annotations on vocabulary learning and listening comprehension. CALICO Journal, 24, 33-58. Retrieved June 11, 2009, from https://calico.org/page.php?id=5
Jones, L. C., & Plass, J. L. (2002). Supporting listening comprehension and vocabulary acquisition in French with multimedia annotations. The Modern Language Journal, 86, 546-561.
Kaur, J., & Hegelheimer, V. (2005). ESL students’ use of concordance in the transfer of academic word knowledge: An exploratory study. Computer Assisted Language Learning, 18, 287-310.
Kelleher, C., & Pausch, R. (2005). Stencil-based tutorials: Design and evaluation. In Procedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 541-550). New York: Association for Computing Machinery.
Laufer, B., & Hill, M. (2000). What lexical information do L2 learners select in a CALL dictionary and how does it affect word retention. Language Learning & Technology, 3(2), 58-76. Retrieved June 11, 2009, from http://llt.msu.edu/vol3num2/laufer-hill/index.html
Levy M. (2002). CALL by design: Discourse, products and processes. ReCALL, 14, 58-84
Levy, M., & Stockwell, G. (2006). Call dimensions: Options and issues in computer assisted language learning: Mahwah, NJ: Lawrence Erlbaum.
Liou, H. C. (1997). Research of on-line help as learner strategies for multimedia CALL evaluation. CALICO Journal, 14, 81-96. Retrieved June 11, 2009, from https://calico.org/page.php?id=5
Liou, H. C. (2000). Assessing learner strategies using computers: New insights and limitations. Computer Assisted Language Learning, 13, 65-78.
Mackey, A., & Gass, S. (2006). Introduction. Studies in Second Language Acquisition, 28, 169-178.
Mayer, R. E. (2001). Multimedia learning. Cambridge: Cambridge University Press.
Nikolova, O. R. (2004). Effects of visible and invisible hyperlinks on vocabulary acquisition and reading comprehension for high-and average-foreign language achievers. Apprentissage des langues et systèmes d’information et de communication, 7, 29-53
O’Bryan, A. (2005) Effects of images on the incidental acquisition of abstract words. Unpublished mas Unpublished master’s thesis, Iowa State University, Ames.
O’Bryan, A. (2008). Providing pedagogical training in CALL: Impacts on student language learning strategies and glosses. CALICO Journal, 26, 142-159.
Peters, E. (2007). Manipulating L2 learners’ online dictionary use and its effect on L2 word retention. Language Learning & Technology, 11(2), 36-58. Retrieved June 11, 2009, from http://llt.msu.edu/vol11num2/peters
Pujolà, J. T. (2002). CALLing for help: Researching language learning strategies using help facilities in a web-based multimedia program. ReCALL, 14, 235-262.
Rost, M. (2007). I am only trying to help: A role for interventions in teaching listening. Language Learning & Technology 11(1), 102-108. Retrieved June 11, 2009, from http://llt.msu.edu/vol11num1/rost/default.html
Sampson, F. (2007). Who you gonna call? Interactions, 14(1), 22-23.
Sharwood-Smith, M. (1993). Input enhancement in instructed SLA: Theoretical bases. Studies in Second Language Acquisition, 15, 165-179
Willis, M. (2006). Building effective help systems: Modeling human help seeking behavior. Paper presented at the 20th Conference of the Computer-Human Interaction Special Interest Group (CHISIG) of Australia on Computer-human interaction: Design: Activities, artifacts and environments.
Warschauer, M. (2005). Sociocultural perespectives in CALL. In J. Egbert & G. M. Petrie (Eds.), CALL research perspectives (pp. 41-52). Mahway, NJ: Lawrence Erlbaum.
Witkin, H., Olman, P., & Raskin, E. (1971). The Group Embedded Figures Test (GEFT). Palo Alto, CA: Consulting Psychologists Press.
Yeh, Y., & Wang, C. (2003). Effects of multimedia vocabulary annotations and learning styles on vocabulary learning. CALICO Journal, 21, 131-144. Retrieved June 11, 2009, from https://calico.org/page.php?id=5
Yoshii, M. (2006). L1 and L2 glosses: Their effects on incidental vocabulary learning. Language Learning & Technology, 10(3), 85-101. Retrieved June 11, 2009, from http://llt.msu.edu/vol10num3/yoshii
Yoshii, M., & Flaitz, J. (2002). Second language incidental vocabulary retention: The effect of picture and annotation types. CALICO Journal, 20, 33-58. Retrieved June 11, 2009, from https://calico.org/page.php?id=5
