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Low-Achieving Language Learners in Self-Directed Multimedia Environments: Transforming Understanding

Lookup NU author(s): Dr Scott Windeatt


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Multimedia materials offer the opportunity for language learners to practice with multiple media, work at their own pace, choose their own route through the materials, and receive feedback. A number of studies have highlighted difficulties faced by learners in coping with multimedia features in particular when used for self-study or remedial purposes although little research has been conducted into the learning processes associated with these problems. This chapter reports on a study of 12 low-achieving language learners working with self-study multimedia materials. Using data from interviews, learning diaries, observation, and questionnaires, the changes in attitudes and learning processes are charted over a period of an academic year, and followed up with interviews 12 months later. Initial benefits from using the multimedia materials give way to learners’ disappointment with their rate of progress, and with perceived shortcomings in the materials. The process of dealing with these problems, however, acts as a catalyst for the development of their ideas about what it means to be a learner, and by the end of the study there is evidence of a transformation in their understanding not only of language learning but also of learning in general.

Publication metadata

Author(s): Pei-Lun K, Windeatt S

Editor(s): Son, JB

Series Editor(s): Son, JB

Publication type: Book Chapter

Publication status: Published

Book Title: Computer-Assisted Language Learning: Learners, Teachers and Tools

Year: 2014

Pages: 1-20

Print publication date: 01/08/2014

Publisher: Cambridge Scholars Publishing

Place Published: Newcastle upon Tyne, UK


Library holdings: Search Newcastle University Library for this item

ISBN: 9781443860567