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Words Onscreen

By Naomi S. Baron

Words Onscreen "explores how technology is reshaping our understanding of what it means to read."


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Communication Accommodation Theory

Edited by Howard Giles

Most people modify their ways of speaking, writing, texting, and e-mailing, and so on, according to the people with whom they are communicating. This fascinating book asks why we 'accommodate' to others in this way, and explores the various social consequences arising from it.


Academic Paper


Title: Evaluating Hypermedia Structures as a Means of Improving Language Learning Strategies and Motivation
Linguistic Field: Applied Linguistics
Abstract: By providing access, data and new forms of literacy and communication practices, it is widely accepted that networked technologies have done much to promote learner autonomy. However, in practical terms, the lack of resources, expertise and research investigations into learner interaction have all too often meant that autonomous learning is conveniently likened to
teacher-independent learning, largely relying on the success and assumed intuitiveness of the World Wide Web (web) for its learner driven delivery. This situation affecting foreign language teaching and learning has been further aggravated by the recent trend, at least in UK universities, to conceive languages solely as communicative tools, further severing them from their academic base and cultural roots, often reducing learner autonomy to poor repetitive interaction. On this premise, this paper proposes to focus on how to make better use of the interactive potential of the web in order to maximise independent language learning online. From a Human Computer Interaction (HCI) design perspective, it intends to shed further light on and increase our understanding of hypermedia and multimedia structures through learner participation and evaluation. On the basis of evidence from an ongoing research investigation into online CALL literacy, it will seek to identify crucial causalities between the user interface and learner interaction affecting the learners’ focus and engagement within their own learning processes. The adopted methodology combines a task analysis of a hypermedia prototype underpinned by an activity theory approach and participatory design based on
user walkthroughs and focus groups. By looking at the relationship between action and goal as well as between activities and motives, it attempts to provide a framework for evaluating online hypermedia interactivity based on identified activities, design tasks and design criteria.

CUP AT LINGUIST

This article appears IN ReCALL Vol. 18, Issue 1, which you can READ on Cambridge's site or on LINGUIST .

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