Abstract

This research presents a longitudinal study of learner uptake in a computer-assisted language learning (CALL) environment. Over the course of 3 semesters, 10 second language learners of German at a Canadian university used an online, parser-based CALL program that, for the purpose of this research, provided 2 different types of feedback of varying degrees of specificity: Metalinguistic explanations (ME) and metalinguistic clues (MC). Results indicate that feedback specificity affects learner uptake in different ways. Cross-sectionally, the study reveals significant differences in learner uptake for the 2 more advanced courses, German 103 and 201, whereas for the introductory course, German 102, no significant difference for the 2 feedback types and their effect on learner uptake was found. Results of the longitudinal data indicate that there is a significant increase in learner uptake from German 102 to 201 for the error-specific feedback (ME), whereas learner uptake for the generic feedback type (MC) varies insignificantly across the 3 courses. Finally, the study shows a significant impact of the 2 feedback types on learner uptake independent of error type (grammar and spelling).

Citation

Heift, T. (2010). Prompting in CALL: A Longitudinal Study of Learner Uptake. Modern Language Journal, 94(2), 198-216. Retrieved June 8, 2023 from https://www.learntechlib.org/p/108424/.

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Keywords

• Advanced Courses
• case studies
• Computer Assisted Instruction
• educational technology
• Error Correction
• Feedback (Response)
• Foreign Countries
• German
• Instructional Effectiveness
• Introductory Courses
• Longitudinal Studies
• Metalinguistics
• Second Language Instruction
• second language learning