Chapter published in:
Doing SLA Research with Implications for the Classroom: Reconciling methodological demands and pedagogical applicability
Edited by Robert M. DeKeyser and Goretti Prieto Botana
[Language Learning & Language Teaching 52] 2019
► pp. 155–178

CALL in ISLA

Promoting depth of processing of complex L2 Spanish “Para/Por” prepositions

| Georgetown University
| American University
| Georgetown University
| American University
Despite the current curricular push for hybridization in language programs, research on ISLA provides little guidance as to what and how syllabus content can be migrated online. Cerezo, Caras, and Leow (2016) recently showed that videogames using guided induction (GI) can successfully promote robust learning outcomes and deep processing of a complex L2 grammatical structure, Spanish gustar constructions. This study addressed Cerezo et al.’s various limitations by comparing the effects of two videogame versions (GI vs. deductive instruction or DI) on both learning outcomes and processes of a lexically-driven, L2 form (Spanish para and por prepositions). Different from Cerezo et al. (2016), results showed no significant edge of GI over DI, suggesting that type of linguistic item might moderate the effectiveness of GI and that “one size may not fit all” in the hybridization of syllabus content. Beyond pedagogical and curricular implications, our discussion also focuses on the advantages and challenges of incorporating CALL in ISLA research.
Keywords: CALL, curricular approach, guided induction, deductive instruction, videogames, cognitive processes, Spanish para/por
Published online: 07 March 2019
https://doi.org/10.1075/lllt.52.08leo
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Cited by

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2020.  In Writing and Language Learning [Language Learning & Language Teaching, 56], ► pp. 335 ff. Crossref logo

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