Autonomy and language learning in a simulated environment

Murray, Garold L.

doi:10.1016/s0346-251x(99)00026-3

Cited by 51 publications

(33 citation statements)

References 19 publications

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“…This is confirmed by the fact that one of the aspects that students disliked was not having access to the correct answers after the final attempt. Self-paced learning is also important because it allows students to focus on difficult topics (see also Blake & Delforge, 2006;Murray, 1999). The data from student preferences suggest that learners do not enjoy using different learning media like the textbook and a CD-ROM when working with online materials, but rather prefer to use web links to access the information (see also Stracke, 2007).…”

Section: Discussionmentioning

confidence: 99%

“…Moreover, Kern's results showed that chat discussions increased self-confidence when using the target language, because online environments allow students to make mistakes without being embarrassed (Liontas, 2002). In addition, the unlimited time to complete online assignments allows students to focus better on difficult topics (Adair-Hauck, Willingham-McLain & Youngs, 1999;Blake & Delforge, 2006;Murray, 1999;Torlakovic & Deugo, 2004), and promotes both negotiation of meaning (Kern, 1996) and independent learning (Stepp-Greany, 2002;Warschauer & Meskill, 2000). Similarly, Lee (2005) reported that chat discussions resulted in more student control over the learning process and better organizational skills.…”

Section: Previous Studiesmentioning

confidence: 99%

“…Greater student control also implies learning in a self-paced manner and spending more time on more difficult topics (Adair-Hauck et al, 1999). For example, Murray (1999) reported that a considerable number of students in an L2 French course with an online component believed that spending more time on difficult tasks helped them meet their language learning goals. These findings are consonant with those reported by Nowaczyk (1998) and his colleagues, who found that time pressure is detrimental to student attitudes towards the benefits of technology-enhanced learning.…”

Section: Previous Studiesmentioning

confidence: 99%

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Blending classroom instruction with online homework: A study of student perceptions of computer-assisted L2 learning

Sagarra

Zapata

2008

ReCALL

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This study investigates the impact of an online workbook on the attitudes of 245 second language (L2) Spanish learners toward this pedagogical tool over two consecutive semesters. The treatment consisted of four hours of classroom instruction and one set of online homework per week, during two consecutive semesters. Students' attitudes toward the electronic workbook were measured by means of a survey administered after eight months of exposure to the workbook. The qualitative data of the survey was compared to quantitative data from two different language assessment tests. The results of these tests indicated a significant increase in grammar scores. These results are consonant with the positive findings of student perceptions about the online workbook obtained in this and previous studies, emphasizing its benefits in terms of accessibility to the material, user-friendliness, and instant error feedback. More importantly, most students praised the usefulness of the online workbook for language learning, particularly in the areas of grammar and vocabulary acquisition. Despite participants' mostly positive attitudes, the survey also revealed some negative aspects of the use of the online workbook, such as the amount of time needed to complete the online exercises. This paper addresses these issues, and provides suggestions to overcome this type of problem.

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Section: Discussionmentioning

confidence: 99%

Section: Previous Studiesmentioning

confidence: 99%

Section: Previous Studiesmentioning

confidence: 99%

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Blending classroom instruction with online homework: A study of student perceptions of computer-assisted L2 learning

Sagarra

Zapata

2008

ReCALL

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“…Most notably, CAPT allows users to follow personalized lessons, at their own pace, and practice as often as they like. One study (Murray, 1999) showed that users are more comfortable practicing pronunciation in a private setting, where they can avoid anxiety and embarrassment. Users are also more likely to practice when and where it is convenient.…”

Section: Introductionmentioning

confidence: 99%

Foreign accent conversion in computer assisted pronunciation training

Felps

Bortfeld

Gutierrez‐Osuna

2009

Speech Communication

117

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Learners of a second language practice their pronunciation by listening to and imitating utterances from native speakers. Recent research has shown that choosing a well-matched native speaker to imitate can have a positive impact on pronunciation training. Here we propose a voicetransformation technique that can be used to generate the (arguably) ideal voice to imitate: the own voice of the learner with a native accent. Our work extends previous research, which suggests that providing learners with prosodically corrected versions of their utterances can be a suitable form of feedback in computer assisted pronunciation training. Our technique provides a conversion of both prosodic and segmental characteristics by means of a pitch-synchronous decomposition of speech into glottal excitation and spectral envelope. We apply the technique to a corpus containing parallel recordings of foreign-accented and native-accented utterances, and validate the resulting accent conversions through a series of perceptual experiments. Our results indicate that the technique can reduce foreign accentedness without significantly altering the voice quality properties of the foreign speaker. Finally, we propose a pedagogical strategy for integrating accent conversion as a form of behavioral shaping in computer assisted pronunciation training.

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“…However, by listening to others when recording in voxopop during the second semester, he realized there were some ideas that he never thought about. According to Murray (1999), the voice board is a dialogic activity to create a learning structure which enables learners to make decisions or learn utterances by engaging with others. Also, the voice board enables the learner to proceed according to their pace and ability.…”

Section: Discussionmentioning

confidence: 99%

From Bakhtin to See the Co-construction of EFL Adult Learners’ Utterances

Tseng¹,

Huh²

2016

ELT

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The purposes of this study were to explore the effect of dialogic activities on EFL students' utterances development by engaging with others, as well as the students' perceptions in the dialogic learning environment. The theoretical framework guiding this inquiry consists of the on-site lecture from the instructor and voice board feedback from the peers and the instructor based on the dialogical theory of language concepts from Bakhtin's dialogism which emphasizes a social and interactive situation of foreign language learning by engaging with others. In this study, we cover multiple data sources that give us an overview of students' interaction in the dialogic activities: the questionnaire of voice board interactions, students' interviews, and speaking tests. The results showed, on the whole, English language learners actually developed some kind of utterances by engaging their own and others. They transformed others' utterances in the oral interaction for their own use in the Asynchronous Computer Mediated Communication (ACMC) environment. Additionally, the learners perceived the voice board activities helpful for the development of their speaking abilities, while the learners' perceptions are mediated through the dialogical activities in which the learners are engaged in.

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Autonomy and language learning in a simulated environment

Cited by 51 publications

References 19 publications

Blending classroom instruction with online homework: A study of student perceptions of computer-assisted L2 learning

Blending classroom instruction with online homework: A study of student perceptions of computer-assisted L2 learning

Foreign accent conversion in computer assisted pronunciation training

From Bakhtin to See the Co-construction of EFL Adult Learners’ Utterances

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