Focus on form(s) and meaning in a technology-enhanced language learning environment (TELL)
Despite decades of Instructed Second Language Acquisition research, there is still a dearth of research on the applicability of findings in different learning environments, pa1ticularly self-accessed technology-enhanced environments (TELL). In ISLA, types of input available in the classroom can be categorized as Focus on Meaning (FoM), Focus on Form (FoF) and Focus on FormS (FoS), (Doughty & Williams 1 998). In traditional classrooms, research indicates superiority of FoF and FoS (Spada & Tomita 2008, 20 I 0). The question sti II remains, though, of which type of input is most effective in TELL. One assumption about TELL is that it enhances input quantity and quality. That is, input is delivered in greater quantity and when the learner can make best use of it, better quality. Moreover, the type of interaction in TELL (human Â­ software) is different to classroom interaction (hum an-human). Such differences are likely to affect both the learner's output (product) and the learner 's behaviour during learning (process). A stud y of 71 ESL learners, divided into three groups, was conducted to investigate the effectiveness of FOM, FOF, and FoS in a TELL Learner performance on a construct ion selected for its difficulty
Naeb, Rola
Focus on form(s) and meaning in a technology-enhanced language learning environment (TELL). Despite decades of Instructed Second Language Acquisition research, there is still a dearth of research on the applicability of findings in different learning environments, pa1ticularly self-accessed technology-enhanced environments (TELL). In ISLA, types of input available in the classroom can be categorized as Focus on Meaning (FoM), Focus on Form (FoF) and Focus on FormS (FoS), (Doughty & Williams 1 998). In traditional classrooms, research indicates superiority of FoF and FoS (Spada & Tomita 2008, 20 I 0). The question sti II remains, though, of which type of input is most effective in TELL. One assumption about TELL is that it enhances input quantity and quality. That is, input is delivered in greater quantity and when the learner can make best use of it, better quality. Moreover, the type of interaction in TELL (human Â­ software) is different to classroom interaction (hum an-human). Such differences are likely to affect both the learner's output (product) and the learner 's behaviour during learning (process). A stud y of 71 ESL learners, divided into three groups, was conducted to investigate the effectiveness of FOM, FOF, and FoS in a TELL Learner performance on a construct ion selected for its difficulty
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