Premium
Learning process, strategies and web‐based concordancers: a case study
Author(s) -
Sun YuChih
Publication year - 2003
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1046/j.0007-1013.2003.00353.x
Subject(s) - proofreading , think aloud protocol , computer science , protocol analysis , process (computing) , metacognition , mathematics education , cognition , english as a foreign language , intervention (counseling) , foreign language , psychology , multimedia , human–computer interaction , biochemistry , chemistry , usability , neuroscience , psychiatry , polymerase , gene , operating system , cognitive science
The recent widespread use of web‐based concordancers seems to provide a promising mode for language teaching and learning, especially in the English as a foreign language (EFL) setting, because through concordancers students can easily gain exposure to a huge number of authentic and sorted language examples. This paper describes a case study of the learning process and strategies used by three Taiwanese college students in the concordancer setting. A web‐based concordancer was used to assist the participants while undertaking a proofreading activity. Think‐aloud protocol was used to collect their data. The results showed that the following four factors have influenced learners’ learning process and strategies in use: (1) prior knowledge, (2) cognitive skills, (3) teacher intervention and (4) concordancer skills.