Unlock with PatreonThe Problem with CI
To view this content, you must be a member of Ben’s Patreon at $10 or more Unlock with PatreonAlready a qualifying Patreon member? Refresh to
Research/CU – Boulder
Share:
Facebook
Twitter
Pinterest
LinkedIn
Ben Slavic
Get The Latest Updates
Subscribe to Our Mailing List
No spam, notifications only about new products, updates.
Related Posts
CI and the Research (cont.)
To view this content, you must be a member of Ben’s Patreon at $10 or more Unlock with PatreonAlready a qualifying Patreon member? Refresh to
Research Question
To view this content, you must be a member of Ben’s Patreon at $10 or more Unlock with PatreonAlready a qualifying Patreon member? Refresh to
We Have the Research
To view this content, you must be a member of Ben’s Patreon at $10 or more Unlock with PatreonAlready a qualifying Patreon member? Refresh to
7 thoughts on “Research/CU – Boulder”
This was a clear example of i+1… in English, for me. Thanks Mark for the linguistics lesson, and to both of you in the effort in the study.
I’m not sure I completely get the main motive (and discovery) of the study… Was it to find the value of metacognition in L2 language learning? Or to illustrate the value of CI to students learning another language?
Hi Jim,
I’m not ready to call this a study but rather the pilot of a pilot. I’ll be working on 3rd year (university) German this summer using similar techniques, and that will give me more experience with the concepts and techniques of metacognition. The purpose is that the students need to develop self-regulation if they are to have any chance at all of improving on listening comprehension on their own this summer. This was done with an abiding faith that metacognition is the route to better one-way listening comprehension (and is highly useful in two-way listening comprehension, as well). With Sabrina’s 9 students, our pilot of a pilot will still be fairly anecdotal and impressionistic. That is, if a majority of the students carry out listening comprehension activities on their own over the summer. I’m not sure how you would qualify an N that is lower than 9.
Remember, however, that Sabrina initiated these students into CI and they are all very convinced of that method. No need to further proselytize on that point.
I heard about http://www.yabla.com through your post, Mark. I have not previously seen “slow” mode options on video clips – I will be checking this out.
I am of two minds with Yabla. It is not couched in the most rigorous pedagogy for listening comprehension. The founder of Yabla refers to Krashen, which is positive, but a student using Yabla on her own should be trained in how to hide all scaffolding (transcript and translation) for the first two or three tries on the listening passage. That’s just a start, because there’s more to metacognition than that. Fortunately, hiding is very easy to do in Yabla. Yabla’s controller is also fairly powerful in that the company has chunked the streams of language into bite sizes and it is incredibly easy to loop those chunks, enabling a student to parse the sound much better. And, as you saw, the slow function is actually quite good. While the range of selections for Yabla is limited (narrow listening is only possible insofar as there is a small handful of topics that have multiple “perspectives” over multiple Yabla videos), the use of that powerful controller does compensate for that to a small extent. Yet, I’d love to see much more content in Yabla (and Spanish content is quite impressive). So while not an endorsement of Yabla, I think that in the right hands, it can be a very useful tool.
Yes, like so many things, a really motivated student (like me with Chinese) can use these things, but as an “assignment” for a student just wanting to get it done it won’t be as valuable. I have used http://www.fluentu.com in a similar way. It has Chinese video clips, but no “slow” feature. Some very nice ways to repeat and replay, though.
I’ve looked at Yabla and would use it in class if a subscription wasn’t so expensive!
I used Yabla in 2011 buying a class subscription for level 4. We rarely had time to do it and I can never be sure that they are hiding the English when left to their own devices. I recently looked at it again and was surprised that their 2014 selection was greatly expanded. Hopefully, their collection will continue growing. The slow button is so helpful and as you said the looping. I am thinking of trying it again this year in hopes of moving my upper levels to comprehension of a JT du 13 heures clip. Mark, this is very interesting work. I will be interested to see where it leads. Thanks