Effects of prompted self-elaborations with embedded strategic cues on second language learners in a hypermedia environment

Tsair-Chi Ella Lin, Purdue University

Abstract

This study investigated effects of prompted self-elaborations with embedded strategic cues in hypermedia on the English as a second language learners. The theoretical frameworks used in this study were constructivism and level of processing theory. Prompted self-elaborations reflect constructive perspectives of learning because with them, learners are endowed with ownership of learning and learners actively construct meaning by relating to personal experiences when prompted to elaborate. Prompted self-elaboration strategy also reflects level of processing theory because it helps learners generate semantic meaning and create more information links for deeper processing resulting in better retrieval. This was an experimental study with a posttest-only design using three experimental treatments and a control group. The independent variables were the source of elaborations and strategic cues. Two sources of elaborations were employed: prompted self-elaborations and computer-imposed elaborations. Prompted self-elaborations were further divided into two types: either with or without embedded strategic cues. Embedded strategic cues contained positive statements about the value of self-elaborations and cued the learners to monitor their comprehension. The design of the cues was intended to engage the students in cognitive involvement and comprehension monitoring. The dependent measures were students' achievement test scores, self-efficacy beliefs, and time on reading information. Fifty-three volunteer international college students were randomly assigned to the treatments. Regardless of the presence of strategic cues, the prompted self-elaboration groups surpassed the control group in achievement. The prompted self-elaboration groups scored significantly higher on self-efficacy compared to the control group. Subjects in the prompted self-elaboration with embedded strategic cues group significantly increased their self-efficacy while the other subjects did not. Moreover, the prompted self-elaboration with cues group spent significantly more time on reading compared to the control and computer-imposed elaboration groups. The effects of the prompted self-elaboration strategy were independent of learners' English proficiency. This study suggested that elaborations work well when learners supply their own elaborations. In addition, it was suggested that students should be prompted to elaborate. Other qualitative data were reported and suggestions for future studies were proposed.

Degree

Ph.D.

Advisors

Frederick, Purdue University.

Subject Area

Language arts|Educational software

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