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Metacognition and Learners' Interactions with a Web-Based CALL Grammar Exercise

Metacognition and Learners' Interactions with a Web-Based CALL Grammar Exercise

Wai Meng Chan
Copyright: © 2006 |Pages: 25
ISBN13: 9781591407508|ISBN10: 1591407508|ISBN13 Softcover: 9781591407515|EISBN13: 9781591407522
DOI: 10.4018/978-1-59140-750-8.ch010
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MLA

Chan, Wai Meng. "Metacognition and Learners' Interactions with a Web-Based CALL Grammar Exercise." User-Centered Computer Aided Language Learning, edited by Panayiotis Zaphiris and Giorgos Zacharia, IGI Global, 2006, pp. 209-233. https://doi.org/10.4018/978-1-59140-750-8.ch010

APA

Chan, W. M. (2006). Metacognition and Learners' Interactions with a Web-Based CALL Grammar Exercise. In P. Zaphiris & G. Zacharia (Eds.), User-Centered Computer Aided Language Learning (pp. 209-233). IGI Global. https://doi.org/10.4018/978-1-59140-750-8.ch010

Chicago

Chan, Wai Meng. "Metacognition and Learners' Interactions with a Web-Based CALL Grammar Exercise." In User-Centered Computer Aided Language Learning, edited by Panayiotis Zaphiris and Giorgos Zacharia, 209-233. Hershey, PA: IGI Global, 2006. https://doi.org/10.4018/978-1-59140-750-8.ch010

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Abstract

The nature of learners’ interactions with the computer has received thus far relativelylittle attention in computer assisted language learning (CALL) research. In particular,few studies have investigated the role of metacognition, acknowledged in cognitiveand constructivist learning theories as an important factor contributing to thelearning outcome, in the processing of CALL tasks. This chapter reports on a qualitativestudy that examined the relationship between subjects’ metacognition and theirinteractions with a German language CALL grammar exercise. The data collected seemto indicate that the effective use of interactive aids is dependent on the extent oflearners’ metacognitive knowledge. Conversely, it was observed that interactive aidshad a positive effect on learners’ metacognition by supporting their strategy use andhelping them build new metacognitive knowledge. Excerpts from subjects’ think-aloudreports and retrospective interviews will be presented to illustrate these insights.

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