article about CALL 8

oes feedback enhance computer-assisted language learning?

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Elisabeth van der Linden^a

^aUniversity of Amsterdam, Spuistraat 134, 1012 VB Amsterdam, The Netherlands

Available online 19 July 2002.

Abstract

Programs for computer-assisted language learning (CALL) are becoming more complex. On one hand, courseware designers develop programs of a more open-ended character, e.g. adventures, hypermedia courseware. On the other hand, courseware in the traditional drill and practice vein is more and more elaborate and offers extensive feedback to the learner. Developing this last type of courseware, in which feedback generally is based on an error analysis of a large group of learners, demands an enormous investment in time and energy. The question is whether this investment pays off: do learners indeed learn better by programs with a considerable amount of feedback?

This question was addressed in a research project at the French Department of the University of Amsterdam. Students' reactions to feedback were studied in two ways. First, log files were analyzed containing the series of tasks-responses-feedback of each student. In addition, think aloud protocols were analyzed. The results from the log files, which were confirmed by the analysis of the think aloud protocols, show that there was no overall successful strategy. While some students made optimal use of the feedback provided, others seemed to avoid using it in several ways.