|Title: ||Language learners’ use of automatically generated corrective feedback in a gamified and task-based tutorial CALL program: a pilot study|
|Authors: ||Cornillie, Frederik ×|
Desmet, Piet #
|Issue Date: ||2012 |
|Conference: ||EuroCALL 2012: CALL: using, learning, knowing location:Gothenburg date:22-25 August 2012|
|Abstract: ||We define task-based tutorial CALL programs as technological environments “that include an identifiable
teaching presence specifically for improving some aspect of language proficiency” (Hubbard & Bradin Siskin, 2004),
which monitor and give feedback on the learners’ interlanguage , and in which the primary focus for learners during the
task is on the (essentially non-linguistic-didactic) outcome, rather than on the language aims intended by the instructional
designer (Ellis, 2003). Gamification is a recently coined term in the field of human-computer interaction that intends to
capture the application of game design elements, e.g. high score lists, rewards, badges, etc. in non-gaming contexts.
In this presentation, we will first demonstrate such a task-based tutorial CALL environment in which learners interact with
virtual characters in scripted dialogue tasks that are embedded in a story. Learners receive points and positive feedback
for using correct language. The unit of response is at the level of the utterance. We will report on the challenges of
generating corrective feedback in such (semi-)open tasks, and present a novel approach that utilizes learners’ responses
and peer evaluations.
Secondly, we will present our rationale for and design of an experimental study that intends to examine language learners’
use of corrective feedback in this program. Tutorial CALL research provides some evidence that language skill determines
learners’ use of corrective feedback (Brandl, 1995; Heift, 2002), but little is yet known about the role of motivation, which
becomes crucial in on-line collaborative game-like environments. Whereas language-directed help-seeking and -giving has
been reported in such gaming ecologies (Thorne, 2008), the evaluative dimension of corrective feedback and of
performance goals may draw attention away from the task towards learners’ self-perception, which has been consistently
shown to undermine intrinsic motivation and performance (Kluger & Denisi, 1996).
Finally, we will report on the first results of a pilot study that paves the way for this larger experimental investigation. With
this investigation we aim to advance knowledge into language learners’ help-seeking strategies in tutorial CALL, as well as
into the motivational affordances of specific game design elements (Deterding, 2011) for CALL environments in general.
Brandl, K. K. (1995). Strong and Weak Students’ Preferences for Error Feedback Options and Responses. The Modern
Language Journal, 79(2), 194-211.
Deterding, S. (2011). Situated motivational affordances of game elements : A conceptual model. CHI 2011. Vancouver.
Retrieved from http://gamification-research.org/wp-content/uploads/2011/04/09-Deterding.pdf
Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
Heift, T. (2002). Learner Control and Error Correction in ICALL : Browsers , Peekers , and Adamants. CALICO Journal,
Hubbard, P., & Bradin Siskin, C. (2004). Another look at tutorial CALL. ReCALL, 16(2), 448-461.
Kluger, A. N., & Denisi, A. (1996). The Effects of Feedback Interventions on Performance : A Historical Review , a
Meta-Analysis , and a Preliminary Feedback Intervention Theory. Psychological Bulletin, 119(2), 254-284.
Thorne, S. L. (2008). Transcultural Communication in Open Internet Environments and Massively Multiplayer Online
Games. In S. S. Magnan (Ed.), Mediating Discourse Online (pp. 305-327). Amsterdam: John Benjamins.
|Publication status: ||published|
|KU Leuven publication type: ||IMa|
|Appears in Collections:||French, Italian and Comparative Linguistics, Leuven|
Computer Science, Campus Kulak Kortrijk
Faculty of Arts, Campus Kulak Kortrijk