After they used the subtitles and transcripts to help ESL student G & H found that the student used the subtitle more frequently and for longer periods of time than the transcript. The subtitles were also the preferred help option before and after the activity, and it appears that the participants picked the help option they were predisposed to in daily life. Use of help for both in class (use of lecture transcripts, subtitled digital video) and out-of-class listening (captioned TV program, subtitled movies on DVD) and they found that the lower group, on average open helps more than the higher group. The higher group also used options more effectively. They could also create CALL tasks that would require the use of help, as well as observe the student using help to encourage an effective use of learning strategies. Finally, learners could be trained by teachers to use help options to their advantage.
Levy has more than one issues in this chapter for example what type of hardware and software should be adopted in achieving specific objectives. The consideration that I will take in my own classroom: first what I want to achieve in the classroom and what the language skills (listening reading) or areas (grammar vocabulary) I want to teach and what type of technology suitable for my student level.
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