Help options in computer based listening activities

Learning scaffolds or barriers?

Abstract

Second language (L2) learners experiencing breakdowns in the comprehension of instructional aural materials when working with computers are enabled to overcome such difficulties by interacting with different forms of enhanced input (i.e. enriched, salient, and modified) provided through help options. Despite of the perceived advantages of using help options, Computer Assisted Language Learning (CALL) researchers caution their use, arguing that if not used properly, they can hinder learning instead of enhancing it (i.e. Hubbard, 2000; Pujolà, 2002). This paper describes the initial stages of an on-going study aimed to construct a principled framework for the understanding, development & evaluation of help options in computer-based listening materials by drawing information from previous studies and by inquiring into the L2 learners’ perceptions on the effectiveness of help option use.