English Language Learners’ Strategies for Reading Computer-Based Texts at Home and in School

Park, Ho-Ryong; Kim, Deoksoon

doi:10.1558/cj.v33i3.26552

Cited by 13 publications

(14 citation statements)

References 81 publications

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“…Another issue worth noting is the concept of text in new literacy contexts. The concept text becomes more ambiguous as a variety of media are mixed and integrated (Lankshear & Knobel, 2007), which now includes diverse semiotic formats like visual, audio, and written (Park & Kim, 2016). In the current study, however, we categorized the multimedia components without further conceptualizing the terms.…”

Section: Commonly Used Multimedia Components In the Mall Studiesmentioning

confidence: 99%

Narrative review and meta-analysis of MALL research on L2 skills

Peng¹,

Lowie²,

Jager³

2020

ReCALL

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This study employed a narrative review and a meta-analysis to synthesize the literature on mobile-assisted language learning (MALL). Following a systematic retrieval of literature from 2008 to 2017, 17 studies with 22 effect sizes were included based on predetermined inclusion and exclusion criteria. By categorizing the characteristics of the studies retrieved, the narrative review revealed a detailed picture of MALL research in terms of the language aspects targeted, theoretical frameworks addressed, mobile technologies adopted, and multimedia components used. The qualitative review helped to contextualize and interpret the results found in the meta-analysis, which revealed a large effect for mobile technologies in language learning, identified three variables (i.e. type of activities, modality of delivery, and duration of treatment) that might influence the effectiveness of mobile technologies, and confirmed the existence of a redundancy effect and a novelty effect in MALL practice. Implications for future research and pedagogy are discussed.

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Section: Commonly Used Multimedia Components In the Mall Studiesmentioning

confidence: 99%

Narrative review and meta-analysis of MALL research on L2 skills

Peng¹,

Lowie²,

Jager³

2020

ReCALL

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“…This experience enabled her to consider and discuss the issue more critically. Through these reflective procedures, the participants actively dialogued with their own preceding utterances as their memories to activate their schema (Bakhtin, 1981(Bakhtin, , 1986Park, 2012;Park & Kim, 2011, 2016Rumelhart, 1980). Therefore, the participants' discussions and arguments could be meaningful and in depth.…”

Section: Dialogic Hybrid Learning Through Combined Reflective Tasksmentioning

confidence: 99%

ESOL pre-service teachers’ experiences and learning in completing a reflection paper and digital storytelling

Park

2019

AJET

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This qualitative study investigated how pre-service teachers of English for Speakers of Other Languages (ESOL) experienced and learned from their completion of a reflective project, including a reflection paper and digital storytelling. The participants were 20 graduate students in a program for Teaching English to Speakers of Other Languages (TESOL) at a university in the United States. This study aimed to identify participants’ experiences when completing the project and its influences on their learning. The findings demonstrated their diverse performance and perspectives during the tasks, as well as their learning in language, culture, education, and technology. Based on these findings, dialogic hybrid learning and the pedagogical implications are discussed.

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“…Although the nature and definition of literacy has evolved significantly (Coiro et al ., ; Lankshear & Knobel, ; The New London Group, ; Street, ), we do not yet know enough about whether and how verbal reports can help analyse social practices surrounding LLs’ literacy development. Park and Kim () explored how five ELLs used ‘hybrid’ online reading strategies, transferring existing reading strategies from reading in print to reading in online contexts, but more work along these lines is needed. Researchers’ emphasis on traditional forms of reading fails to capture the more dynamic processes occurring in this era of multiliteracies.…”

Section: Resultsmentioning

confidence: 99%

Verbal reports in the reading processes of language learners: A methodological review

Smith

Kim

Vorobel

et al. 2019

Review of Education

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This methodological review highlights the trends in empirical studies where a methodological construct (i.e. verbal reports) intersects with content (i.e. literacy research). Specifically, we synthesise research on language learners’ reading in which verbal reports were deployed as a methodological tool. Questioning the long‐standing assumption that verbal report methods validated in first‐language verbal report reading studies necessarily constitute a basis for validation of second‐language verbal report reading studies, we consider the broader educational frameworks within which studies are embedded. In our synthesis of language learners’ verbal report literacy research published between 2000 and 2015, we attend to the social, demographic and geographic realities characteristic of studies reviewed and of the participants involved. Our findings demonstrate the following: (a) tendency to report quantitative information regardless of the type of verbal reporting method and the component of reading explored; (b) predominance of independent concurrent methods that emphasised the reading product; (c) predominance of integrated verbal reports (i.e. concurrent and other forms of reporting) in sociocultural studies that reflected the reading process; (d) concerns about validity in studies premised on cognitivist models of verbal reports; (e) a tendency to use solely concurrent verbal reports in quantitative studies; (f) high reliance on integrated concurrent methods in qualitative studies; and (g) preponderance of qualitative‐to‐quantitative versus a qualitative‐to‐quantitative‐to‐qualitative verbal reporting paradigms across studies. Based on these findings, we make several recommendations to be considered when verbal reports are used to study language learners’ reading processes.

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English Language Learners’ Strategies for Reading Computer-Based Texts at Home and in School

Cited by 13 publications

References 81 publications

Narrative review and meta-analysis of MALL research on L2 skills

Narrative review and meta-analysis of MALL research on L2 skills

ESOL pre-service teachers’ experiences and learning in completing a reflection paper and digital storytelling

Verbal reports in the reading processes of language learners: A methodological review

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