Author:
Absalom Matthew,Rizzi Andrea
Abstract
AbstractIn this paper, we describe an initial exploratory study designed to compare the outcomes of online listening and online text-based tasks in the context of the study of Italian at The University of Melbourne. Our findings allow us to characterise online listening and online reading as a qualitative difference between deep and surface approaches to learning. Online listening seems to promote an integrative orientation and heighten students' desire to deconstruct and understand texts. There also appears to be higher vocabulary acquisition and knowledge retention with online listening tasks.
Publisher
Cambridge University Press (CUP)
Subject
Computer Science Applications,Linguistics and Language,Language and Linguistics,Education
Cited by
16 articles.
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