Distant Voices: Learners' Stories About the Affective Side of Learning a Language at a Distance

Hurd, Stella (2007). Distant Voices: Learners' Stories About the Affective Side of Learning a Language at a Distance. Innovation in Language Learning and Teaching, 1(2), pp. 242–259.

Full text available as:

Preview

PDF (Not Set) - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Download (514Kb)

URL:	http://www.multilingual-matters.net/illt/001/illt0...
DOI (Digital Object Identifier) Link:	http://dx.doi.org/doi:10.2167/illt020.0
Google Scholar:	Look up in Google Scholar

Abstract

Learning a language at a distance has its own special challenges. The remoteness of the learning context can mean isolation for the learner, communication difficulties for the teacher and problems of access for the researcher. Yet distance language learners are likely to be no more skilled in self-regulation than classroom learners, and to require high levels of support. Research tools are needed, therefore, which allow them to talk freely about their learning in order to help distance educators target support appropriately. This paper draws on data from two pilot ethnographic studies of distance language learners using think-aloud protocols to access their thought processes as they tackled two designated language tasks. They were carried out as part of a wider study in each case to investigate aspects of affect including beliefs, motivation and anxiety. The audio-taped voices provided rich insights into the advantages and disadvantages, pleasures and frustrations, comforts and anxieties of learning a language at a distance, and the strategies learners use to manage in a distance environment. The studies underlined the importance of listening to students and using their voices as a basis for discussion on improving aspects of the design and delivery of distance language courses.

Item Type:	Journal Article
ISSN:	1750-1237
Extra Information:	This publication also appears in a 2 volume PhD thesis of published work - 'Second language learning at a distance: Metacognition, affect, learning strategies and learner support in relation to the development of autonomy.' See Volume 1: Introduction to the published work and Volume 2: Submitted publications.
Keywords:	distance language learning, emotions, think-aloud, voices, strategies, learner support
Academic Unit/Department:	Education and Language Studies > Languages
Interdisciplinary Research Centre:	Centre for Research in Education and Educational Technology (CREET)
Item ID:	6868
Depositing User:	Users 3 not found.
Date Deposited:	19 Dec 2007
Last Modified:	04 Dec 2010 12:43
URI:	http://oro.open.ac.uk/id/eprint/6868

Actions (login may be required)

	View Item
	Public: Report issue / request change

Policies | Disclaimer