Languae Learning & Technology Volume 18 Number 3 (October 2014)

Abstract: This study examines the importance of interaction for second language (L2) acquisition by analyzing outcomes from two types of out-of-class activities. The study compared: (a) interactive homework, completed via text chat, and (b) individual homework, completed via independent writing. In the interactive condition, student pairs engaged in synchronous text-chat sessions, completing tasks designed to encourage interaction through information-, reasoning-, or opinion-gaps. In the individual condition, students completed comparable writing activities on their own. Language gains were assessed through vocabulary, writing, and speaking pre- and post-tests. Students in the interactive condition showed greater gains in vocabulary knowledge and oral production than students in the individual condition. Students in the interactive condition also produced more Russian types and tokens in their homework assignments than students in the individual condition, both at the beginning and later in the study. These results support the benefits of interactive homework for L2 learning and production.

Computers & Education Volume 77, August 2014

Abstract: As children now spend considerable time reading electronic media, digital reading skills and good reading comprehension are essential. However, many studies agree that screen-based reading leads to shallow reading, short attention spans, and poor comprehension. Therefore, this work presents a collaborative reading annotation system with a reading annotation and interactive discussion scaffold (CRAS-RAIDS) for improving reading performance in collaborative digital reading environments. Analytical results show that the experimental group significantly outperformed the control group in direct and explicit comprehension, inferential comprehension performance, and use of reading strategy. Moreover, the experimental group, but not the control group, had a significantly improved reading attitude in the total dimensions and in the behavioral and affective sub-dimensions. Additionally, the experimental group showed positive interest and high learning satisfaction.