In an effort to better understand the mental processing connected to different kinds of CALL activities, this study collected data on time subjects spent, as well as buttons subjects clicked while doing 10 different CALL activities accompanying a beginning French text book. In addition, a group of subjects thought out loud as they completed the same activities. These subjects were recorded on video, their thinking out loud was transcribed and the transcriptions were coded according to how they indicated they were dealing with the language input. The frequencies of coded categories were compared to see if there were connections between certain activity types and the kind of mental processing that should lead to language acquisition. It found that activities which required language production at least at the sentence level had higher occurrences of the kind of processing that one expects to lead to acquisition. The study also found that activities which required the learners to click as a response were connected to what could be considered shallower processing, or processing that is less likely to lead to language acquisition. It found similar results concerning True/False activities. In investigating the connection between behavior and mental processing in the CALL setting, the study found that button-use does seem to be connected to more effective processing, but that time spent on an activity is something that is perhaps too ambiguous to draw conclusions from.
College and Department
Humanities; Center for Language Studies
BYU ScholarsArchive Citation
Rimmasch, Kathryn, "A Process-Based CALL Assessment: A Comparison of Input Processing and Program Use Behavior by Activity Type" (2007). All Theses and Dissertations. 1263.
SLA, second language acquisition, CALL, computer assisted language learning, input processing, activity type