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Modelling typical online language learning activity

Montoro, Carlos; Hampel, Regine and Stickler, Ursula (2014). Modelling typical online language learning activity. In: CALL Design: Principles and Practice; Proceedings of the 2014 EUROCALL Conference, Groningen, The Netherlands, Research-publishing.net, pp. 237–240.

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DOI (Digital Object Identifier) Link: https://doi.org/10.14705/rpnet.2014.000224
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Abstract

This article presents the methods and results of a four-year-long research project focusing on the language learning activity of individual learners using online tasks conducted at the University of Guanajuato (Mexico) in 2009-2013. An activity-theoretical model (Blin, 2010; Engeström, 1987) of the typical language learning activity was used to analyse and interpret data. The study revealed (1) problems for learners to move beyond the task’s objective (i.e. making a video) to attain the set language learning outcomes (e.g. developing speaking skills), and (2) the prevalence of orality over literacy in learning practices. Methodologically, a sample of 10 learners individually engaged with a purpose-built task. This was followed up by stimulated recall sessions (Gass & Mackey, 2000). The resulting video data was segmented using the concept of disturbances (Montoro & Hampel, 2011, p. 124; adapted from Engeström & Sannino, 2011), that is, deviations in learner behaviour from teacher expectations. Twenty-three dimensions and six processes were used to categorise data. A major systemic contradiction (Engeström, 2001), stemming from institutional and societal mass-production and efficiency-oriented practices, emerged, which partly led learners to take an other-than-language-learning orientation associated with, for instance, their underuse of learning tools and an over reliance on memory, perception, oral instruction and private speech.

Item Type: Conference or Workshop Item
Copyright Holders: 2014 Montoro, Carlos; Hampel, Regine; Stickler, Ursula
ISBN: 1-908416-20-3, 978-1-908416-20-9
Keywords: CALL; online tasks; activity theory; language learning; modelling
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS)
Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics > Languages
Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics
Research Group: Centre for Research in Education and Educational Technology (CREET)
Language & Literacies
Related URLs:
Item ID: 41714
Depositing User: Regine Hampel
Date Deposited: 06 Jan 2015 09:29
Last Modified: 06 Jul 2019 05:28
URI: http://oro.open.ac.uk/id/eprint/41714
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