- -

Online comments as input enhancement

RiuNet: Repositorio Institucional de la Universidad Politécnica de Valencia

Compartir/Enviar a

Citas

Estadísticas

  • Estadisticas de Uso

Online comments as input enhancement

Mostrar el registro sencillo del ítem

Ficheros en el ítem

Thumbnail
Nombre: Aldukhayel - Online ...
Tamaño: 833.8Kb
Formato: PDF
Descripción: Versión editorial
Abrir
dc.contributor.author Aldukhayel, Dukhayel es_ES
dc.date.accessioned 2021-12-02T08:09:01Z
dc.date.available 2021-12-02T08:09:01Z
dc.date.issued 2021-11-26
dc.identifier.issn 1695-2618
dc.identifier.uri http://hdl.handle.net/10251/177839
dc.description.abstract [EN] Chapelle (2003) proposed three general types of input enhancement that help L2 learners “acquire features of the linguistic input that they are exposed to during the course reading or listening for meaning” (p. 40): input salience, input modification, and input elaboration. In 2010, Cárdenas-Claros and Gruba argued that Chapelle’s different types of input enhancement “can be and have been operationalized through help options” primarily utilized in the teaching of reading, listening, writing, grammar, and vocabulary such as glossed words, video/audio control features, captions, subtitles, and grammar explanations (p. 79). As understood from Cárdenas-Claros and Gruba’s classification of help options, input enhancement can only be accomplished through one process: salience, modification, or elaboration. In this article, we argue that YouTube comments have the potential to be (1) a help option that facilitate both listening comprehension of the videos and vocabulary learning and that (2) input enhancement accomplished by comments can be achieved by a combination of different types of input enhancement. Put another way, the aural input of a YouTube video can be salient, modified, and elaborated, thanks to the various types of comments YouTube videos often receive. es_ES
dc.language Inglés es_ES
dc.publisher Universitat Politècnica de València es_ES
dc.relation.ispartof The EuroCALL Review es_ES
dc.rights Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) es_ES
dc.subject Online comments es_ES
dc.subject Input enhancement es_ES
dc.subject Help options es_ES
dc.subject Listening comprehension es_ES
dc.title Online comments as input enhancement es_ES
dc.type Artículo es_ES
dc.identifier.doi 10.4995/eurocall.2021.14212
dc.rights.accessRights Abierto es_ES
dc.description.bibliographicCitation Aldukhayel, D. (2021). Online comments as input enhancement. The EuroCALL Review. 29(2):44-54. https://doi.org/10.4995/eurocall.2021.14212 es_ES
dc.description.accrualMethod OJS es_ES
dc.relation.publisherversion https://doi.org/10.4995/eurocall.2021.14212 es_ES
dc.description.upvformatpinicio 44 es_ES
dc.description.upvformatpfin 54 es_ES
dc.type.version info:eu-repo/semantics/publishedVersion es_ES
dc.description.volume 29 es_ES
dc.description.issue 2 es_ES
dc.relation.pasarela OJS\14212 es_ES
dc.description.references Barton, D., and Lee, C. (2013). Language online: Investigating digital texts and practices. Routledge. es_ES
dc.description.references Benson, P. (2015). Commenting to learn: Evidence of language and intercultural learning in comments on YouTube videos. Language Learning & Technology, 19(3), 88-105. https://doi.org/10125/44435 es_ES
dc.description.references Bou-Franch, P., Lorenzo-Dus, N., and Blitvich, P. (2012). Social interaction in YouTube text-based polylogues: A study of coherence. Journal of Computer-Mediated Communication, 17(4), 501-521. https://doi.org/10.1111/j.1083-6101.2012.01579.x es_ES
dc.description.references Cárdenas -Claros, M. S. (2005). Field dependence/field independence: How do students perform in CALL-based listening activities? Iowa State University, unpublished MA thesis. https://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=8941&context=rtd es_ES
dc.description.references Cárdenas-Claros, M. S., and Gruba, P. A. (2010). Help options in CALL: A systematic review. CALICO Journal, 27(1), 69-90. http://www.jstor.org/stable/calicojournal.27.1.69 https://doi.org/10.11139/cj.27.1.69-90 es_ES
dc.description.references Cárdenas-Claros, M. S., and Gruba, P. A. (2013). Decoding the "CoDe": A framework for conceptualizing and designing help options in computer-based second language listening. ReCALL, 25(2), 250-271. https://doi.org/10.1017/S0958344013000049 es_ES
dc.description.references Cárdenas-Claros, M. S., and Gruba, P. A. (2014). Listeners' interactions with help options in CALL. Computer Assisted Language Learning, 27(3), 228-245. https://doi.org/10.1080/09588221.2012.724425 es_ES
dc.description.references Chapelle, C. A. (2003). English language learning and technology: Lectures on applied linguistics in the age of information and communication technology. John Benjamins Publishing. https://doi.org/10.1075/lllt.7 es_ES
dc.description.references Chen, C. W. Y. (2020). Analyzing online comments: A language-awareness approach to cultivating digital literacies. Computer Assisted Language Learning, 33(4), 435-454. https://doi.org/10.1080/09588221.2019.1569068 es_ES
dc.description.references Cross, J. (2017). Help options for L2 listening in CALL: A research agenda. Language Teaching, 50(4), 544-560. https://doi.org/10.1017/S0261444817000209 es_ES
dc.description.references Dworman, G., and Rosenbaum, S. (2004). Helping users to use help: Improving interaction with help systems. In Proceedings of the ACM CHI '04: CHI '04 Extended Abstracts on Human Factors in Computing Systems (pp. 1717-1718). New York: ACM Press. https://doi.org/10.1145/985921.986198 es_ES
dc.description.references Ellis, R. (1999). Learning a second language through interaction. John Benjamins Publishing. https://doi.org/10.1075/sibil.17 es_ES
dc.description.references Ellison, M. (2007). Embedded user assistance: The future for software help? Interactions, 14(1), 30-31. https://doi.org/10.1145/1189976.1189997 es_ES
dc.description.references Grgurovic', M., and Hegelheimer, V. (2007). Help options and multimedia listening: Student's use of subtitles and transcripts. Language Learning & Technology, 11(1), 45-66. https://doi.org/10125/44088 es_ES
dc.description.references Hegelheimer, V. (1998). Effects of textual glosses and sentence level audio glosses on online reading comprehension and vocabulary recall. University of Illinois, unpublished PhD. es_ES
dc.description.references Hegelheimer, V., and Tower, D. (2004). Using CALL in the classroom: Analyzing student interactions in an authentic classroom. System, 32, 185-205. https://doi.org/10.1016/j.system.2003.11.007 es_ES
dc.description.references Hsu, J. F. J. (1994). Computer assisted language learning (CALL): The effect of ESL students' use of interactional modifications on listening comprehension. Iowa State University unpublished PhD. es_ES
dc.description.references Jones, L. (2007). Effects of collaboration and multimedia annotations on vocabulary learning and listening comprehension. CALICO Journal, 24(1), 33-58. https://doi.org/10.1558/cj.v24i1.33-58 es_ES
dc.description.references Jones, L., and J. Plass (2002). Supporting listening comprehension and vocabulary acquisition in French with multimedia annotations. The Modern Language Journal, 86(4), 546-561. http://www.jstor.org/stable/1192724 https://doi.org/10.1111/1540-4781.00160 es_ES
dc.description.references Jones, G. M., and Schieffelin, B. B. (2009). Talking text and talking back: "My BFF Jill" from boob tube to YouTube. Journal of Computer-Mediated Communication, 14(4), 1050-1079. https://doi.org/10.1111/j.1083-6101.2009.01481.x es_ES
dc.description.references Kelleher, C., and Paucsh, R. (2005). Stencil-based tutorials: Design and evaluation. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 541-550. https://doi.org/10.1145/1054972.1055047 es_ES
dc.description.references Khan, M. L. (2017). Social media engagement: What motivates user participation and consumption on YouTube? Computers in Human Behavior, 66, 236-247. https://doi.org/10.1016/j.chb.2016.09.024 es_ES
dc.description.references Larsen-Freeman, D., and Long, M. (1991). An introduction to second language acquisition research. Longman. es_ES
dc.description.references Liou, H. C. (1997). Research of on-line help as learner strategies for multimedia CALL evaluation. CALICO Journal, 14, 81-96. https://doi.org/10.1558/cj.v14i2-4.81-96 es_ES
dc.description.references Madden, A., Ruthven, I., and McMenemy, D. (2013). A classification scheme for content analyses of YouTube video comments. Journal of Documentation, 69 (5), 693-714. https://doi.org/10.1108/JD-06-2012-0078 es_ES
dc.description.references Oh, S. Y. (2001). Two types of input modification and EFL reading comprehension: Simplification versus elaboration. TESOL Quarterly, 35(1), 69-96. https://doi.org/10.2307/3587860 es_ES
dc.description.references Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6. https://doi.org/10.1108/10748120110424816 es_ES
dc.description.references Plass, J. L., Chun, D. M., Mayer, R. E., and Leutner, D. (1998). Supporting visual and verbal learning preferences in a second-language multimedia learning environment. Journal of Educational Psychology, 90(1), 25-36. https://psycnet.apa.org/doi/10.1037/0022-0663.90.1.25 https://doi.org/10.1037/0022-0663.90.1.25 es_ES
dc.description.references Pujolà, J. T. (2002). CALLing for help: Researching language learning strategies using help facilities in a web-based multimedia program. ReCALL, 14, 235-262. https://doi.org/10.1017/S0958344002000423 es_ES
dc.description.references Rivens Mompean, A., and Guichon, N. (2009). Assessing the use of aids for computer-mediated tasks: taking notes while listening. JALTCALL Journal, 5, 45-60. https://doi.org/10.29140/jaltcall.v5n2.79 es_ES
dc.description.references Robinson, P. (1995). Attention, memory and the "noticing" hypothesis. Language Learning, 45, 285-331. https://doi.org/10.1111/j.1467-1770.1995.tb00441.x es_ES
dc.description.references Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129-158. https://doi.org/10.1093/applin/11.2.129 es_ES
dc.description.references Schultes, P., Dorner, V., and Lehner, F. (2013). Leave a Comment! An In-Depth Analysis of User Comments on YouTube. Wirtschaftsinformatik, 42, 659-673. es_ES
dc.description.references Sharwood Smith, M. (1993). Input enhancement in instructed SLA: Theoretical bases. Studies in Second Language Acquisition, 15, 165-179. https://doi.org/10.1017/S0272263100011943 es_ES
dc.description.references Skehan, P. (1998). A cognitive approach to language learning. Oxford University Press. https://doi.org/10.1177/003368829802900209 es_ES
dc.description.references Syodorenko, T. (2010). Modality of input and vocabulary acquisition. Language Learning & Technology, 14(2), 50-73. https://doi.org/10125/44214 es_ES
dc.description.references Terantino, J. (2011). YouTube for foreign languages: You have to see this video. Language Learning and Technology, 15(1), 10-16. https://doi.org/10125/44231 es_ES
dc.description.references Tolson, A. (2010). A new authenticity? Communicative practices on YouTube. Critical Discourse Studies, 7(4), 277-289. https://doi.org/10.1080/17405904.2010.511834 es_ES
dc.description.references Watanabe, Y. (1997). Input, intake, and retention: Effects of increased processing on incidental learning of foreign language vocabulary. Studies in Second Language Acquisition, 19(3), 287-307. https://doi.org/10.1017/S027226319700301X es_ES
dc.description.references Willis, M. (2006). Building effective help systems: Modeling human help-seeking behavior. In: Proceedings of the 20th conference of the computer-human interaction special interest group (CHISIG) of Australia on Computer-human interaction: design: Activities, artefacts and environments (pp. 433-436). New York: ACM. https://doi.org/10.1145/1228175.1228266 es_ES
dc.description.references Winke, P., Gass, S., and Syodorenko, T. (2010). The effects of captioning videos used for foreign language listening activities. Language Learning & Technology, 14(1), 65-86. https://doi.org/10125/44203 es_ES
dc.description.references Yano, Y., Long, M. H., and Ross, S. (1994). The effects of simplified and elaborated texts on foreign language reading comprehension. Language Learning, 25, 297-308. https://doi.org/10.1111/j.1467-1770.1994.tb01100.x es_ES
dc.description.references YouTube Official Blog (2018). Faster removals and tackling comments - an update on what we're doing to enforce YouTube's Community Guidelines. https://youtube.googleblog.com/2018/12/faster-removals-and-tackling-comments.html es_ES


Este ítem aparece en la(s) siguiente(s) colección(ones)

Mostrar el registro sencillo del ítem