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Computer-assisted foreign language learning: Effects of text, context, and gender on listening comprehension and motivation

  • Solveig Jakobsdóttir
  • Simon Hooper
Research

Abstract

A computer-based foreign language lesson was developed to study the effects of text, context, and gender on listening comprehension and motivation. A total of 109 fifth grade students responded to spoken commands, with text and a story absent or present. Presenting spoken language with text appeared to assist the development of listening skills. When text was present, students made fewer errors on the subsequent comprehension test and gave higher relevance and confidence motivation ratings than when text was absent. Girls demonstrated higher achievement than did boys and rated the lesson higher, indicating that girls tend to like different kinds of software than do boys. An interaction between context and gender regarding achievement was significant: Girls, but not boys, made fewer errors after a story-embedded lesson.

Keywords

Educational Technology Foreign Language Language Learning Grade Student Listening Comprehension 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© the Association for Educational Communications and Technology 1995

Authors and Affiliations

  • Solveig Jakobsdóttir
    • 1
  • Simon Hooper
    • 1
  1. 1.the College of Education and Human Developmentthe University of MinnesotaUSA

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