Comprehending and learning from Internet sources: A conceptual replication study of Goldman, Braasch, Wiley, Greasser and Brodowinska (2012)
Journal: CALICO Journal
This investigation reports on a conceptual replication of Goldman et al. (2012) which sought to determine processing patterns of better and poorer learners as they attempted to comprehend and learn from seven textual sources on the Internet in their native language English. The aim of the current investigation was to explore how reading multiple textual sources in the L2 interacts with sense making, monitoring and evaluation processes during reading and researching on the Internet. Nineteen intermediate and advanced learners of German were asked to outline the position of the German government regarding immigration. L2 readers received a selection of five Internet sources which varied in reliability and appropriateness for the research assignment. Students’ reading behavior was recorded through thinkaloud protocols. The findings only partially replicated Goldman et al. Better learners used significantly more varied reading strategies overall than poorer learners. Their reading behavior was marked by greater use of self-explanation and monitoring. Better learners also skipped more unfamiliar words. Nevertheless, neither group of L2 readers employed reading and research skills that lead to a coherent intertext model fulfilling the goal of the research task.
Author: Susanne Rott, Bianca Gavin
Akyel, A. & Erçetin, G. (2009). Hypermedia reading strategies employed by advanced learners of English. System, 37 (1), 136–152. http://dx.doi.org/10.1016/j.system.2008.05.002
Anderson, N. J. (1991). Individual differences in strategy use in second language reading and testing. The Modern Language Journal, 75 (4), 460–472. http://dx.doi.org/10.1111/j.1540-4781.1991.tb05384.x
Ariew, R. & Erçetin, G. (2004). Exploring the potential of hypermedia annotations for second language reading. Computer Assisted Language Learning, 17 (2), 237–259. http://dx.doi.org/10.1080/0958822042000334253
Arnold, N., Ducate, L., & Kost, C. (2009). Collaborative writing in wikis: Insights from culture projects in intermediate German classes. In L. Lomicka & G. Lord (Eds), The next generation: Social networking and online collaboration in language learning, 115–144. San Marcos, TX: CALICO.
Aydin, Z. & Yildiz, S. (2014). Using wikis to promote collaborative EFL writing. Language Learning & Technology 18 (1), 160–180.
Bowles, M. (2010). The think-aloud controversy in second language research. New York: Routledge.
Britt, M. A. & Aglinskas, C. (2002). Improving students’ ability to identify and use source information. Cognition and Instruction, 20 (4), 485–522. http://dx.doi.org/10.1207/S1532690XCI2004_2
Britt, M. A. & Rouet, J. F. (2012). Learning with multiple documents: Component skills and their acquisition. In M. J. Lawson & J. R. Kirby (Eds), The quality of learning: dispositions, instruction, and mental structures, 276–314. Cambridge: Cambridge University Press.
Carrell, P. L. (1998). Metacognitive awareness and second language reading. The Modern Language Journal, 73 (2), 121–134. http://dx.doi.org/10.1111/j.1540-4781.1989.tb02534.x
Carrell, P. L., Pharis, B. G., & Liberto, J. C. (1989). Metacognitive strategy training for ESL reading. TESOL Quarterly, 23 (4), 647–678. http://dx.doi.org/10.2307/3587536
Chun, D. (2001). L2 reading on the web: Strategies for accessing information in hypermedia. Computer Assisted Language Learning, 14 (5), 367–403. http://dx.doi.org/10.1076/call.14.5.367.5775
Chun, D. (2012). Review article: Replication studies in CALL research. CALICO Journal, 29 (4), 591–600. http://dx.doi.org/10.11139/cj.29.4.591-600
Ducate, L., Anderson, L., & Moreno, N. (2011). Wading through the world of wikis: An analysis of three wiki projects. Foreign Language Annals, 44 (3), 495–524. http://dx.doi.org/10.1111/j.1944-9720.2011.01144.x
Goldman, S. R. (2004). Cognitive aspects of constructing meaning through and across multiple texts. In N. Shuart-Faris & D. Bloome (Eds), Uses of intertextuality in classroom and educational research, 317–352. Greenwich, CT: Information Age.
Goldman, S., Braasch, J., Wiley, J., Graesser, A., & Brodwinska, K. (2012).Comprehending and learning from internet sources: Processing patterns of better and poorer learners. Reading Research Quarterly, 47 (4), 356–381.
Kessler, G., Bikowski, D., & Boggs, J. (2012). Collaborative writing among second language learners in academic web-based Projects. Language Learning & Technology, 16 (1), 91–109.
Konishi, M. (2003). Strategies for reading hypertext by Japanese ESL learners. The Reading Matrix, 3 (3), 97–117.
Kost, C. R. (2011). Investigating writing strategies and revision behavior in collaborative wiki projects. CALICO Journal, 28 (3), 606–620. http://dx.doi.org/10.11139/cj.28.3.606-620
Lawless, K. A., Goldman, S. R., Gomez, K., Manning, F., & Braasch, J. (2012). Assessing multiple source comprehension through evidence centered design. In J. P. Sabatini, E. Albro, & T. O’Reilly (Eds), Reaching an understanding: Innovations in how we view reading assessment. Lanham, MD: R&L Education.
Perfetti, C. A., Rouet, J., & Britt, M. A. (1999). Toward a theory of documents representation. In H. van Oostendorp & S. R.Goldman (Eds), The construction of mental representations during reading, 88–108. Mahwah, NJ: Erlbaum.
Rott, S. & Weber, E. D. (2013). Preparing students to use wiki software as a collaborative learning tool. CALICO Journal, 30 (2), 179–203. http://dx.doi.org/10.11139/cj.30.2.179-203
Rouet, J. & Britt, M. A. (2011). Relevance processes in multiple document comprehension. In M. T. McCrudden, J. P. Magliano, & G. Schraw (Eds), Text relevance and learning from text, 19–52. Charlotte, NC: Information Age.
Sakar, A. & Erçetin, G. (2005). Effectiveness of hypermedia annotations for foreign language reading. Journal of Computer Assisted Learning, 21 (1), 28–38. http://dx.doi.org/10.1111/j.1365-2729.2005.00108.x
Sanz, C., Lin, H. J., Lado, B., Bowden, H. W., & Stafford, C. A. (2009). Concurrent verbalizations, pedagogical conditions, and reactivity: Two CALL studies. Language Learning, 59 (1), 33–71. http://dx.doi.org/10.1111/j.1467-9922.2009.00500.x
Wiley, J., Goldman, S. R., Graesser, A. C., Sanchez, C. A., Ash, I. K., & Hemmerich, J. A. (2009). Source evaluation, comprehension, and learning in Internet science inquiry tasks. American Educational Research Journal, 46 (4), 1060–1106. http://dx.doi.org/10.3102/0002831209333183