Assessing Learner Strategies Using Computers: New Insights and Limitations

Abstract

In computer-assisted language learning (CALL) environments, exchanges between (a) the input directly given in the material, or optional resources upon learner request, and (b) what the learner already knows become interesting as electronic materials proliferate. This paper discusses the assessment of learner strategies in the CALL context, and the ros and cons. It first reviews the empirical studies, including two of the author's recent projects, which have used the computer to record the interactive process where L2 learners demonstrate different on-line language learning behaviour, operationalized as types of learner strategies. The available literature has covered the areas of grammar learning, writing, reading, and listening and viewing (video) comprehension. Types of strategies include cognitive and metacognitive strategies such as resourcing, monitoring, practising, or self-evaluation. The data help applied linguists to better understand such situated learning, i.e., in CALL, by providing insights into the interaction between input and learners. The paper then illustrates the detailed process of data gathering, unitization, and interpretation. The findings and data collection techniques provide researchers in other fields with a new horizon where different sources of L2 learner data can be triangulated to help uncover the SLA phenomena. Advantages of the powerful computer recording capacities lie in its accuracy, real-time immediacy, reliability, and compact storage space. However, the mechanical method has its limitations. It is argued that computer-based data collection methods are meant to complement other traditional methods, especially when the former are constrained.