Help options for L2 listening in CALL: A research agenda

Abstract

In this article, I present an agenda for researching help options for second language (L2) listening in computer-assisted language learning (CALL) environments. I outline several theories which researchers in the area draw on, then present common points of concern identified from a review of related literature. This serves as a means to establishing the need for this research agenda and also informs the approach suggested for the six research tasks I propose classified under four themes: learner perceptions and experiences; comparisons of different conditions; learner variables; and learner training.

Online comments as input enhancement

“…We urge researchers to consider YouTube comments as a unique listening help option that deserves their time and effort. The help options research themes developed by Cross (2017) are relevant in this regard: learner perceptions and experiences; comparisons of different conditions; learner training; and learner variables. Possible research areas include exploring L2 listeners' perceptions of YouTube comments as a help option in listening comprehension, their experiences with reading L2 comments, and whether comments ever assisted their comprehension of videos.…”

Investigating the impact of self-pacing on the L2 listening performance of young learner candidates with differing L1 literacy skills

“…Holzknecht (2019) posited that new media and devices, such as podcasts, audio books, online lectures, recorded (online) conversations, and videos offer the possibility to pause and rewind. Beyond calls for more authenticity and multi-modality in listening exams (e.g., Aryadoust, 2022; Ockey & Wagner, 2018), control functions such as pause and rewind have also been reported as a way of offering learner assistance in computer-assisted language learning research (Cross, 2017; Lawless & Brown, 1997). However, the factors that underpin self-paced listening and whether different test-takers might benefit from these support options is still poorly understood.…”

The Effect of YouTube Comments on Iraqi EFL Learners' Listening Comprehension

“…Also, technological aids could afford the best tools that could provide significant support for the listening comprehension of FL input. Consequently, different help options ,such as mostly text-based and captions, subtitles, scripts, textual annotations, dictionary, grammar notes, audio control and visual annotations were employed in FL listening learning and teaching (e.g., Bulut, 2019;Crum, 2017;Suárez& Gesa, 2019;Xue, 2017) According to Cross (2017), assistance choice research papers basically have focused on three aspects which are learner's perceptions and experiences, comparisons of different conditions and learner variables. In General, there is positive attitudes toward textual help options by EFL learners.…”