Investigating student choices in performing higher-order comprehension tasks using TED talks in LearnWeb


Abstract – The aim of the current experiment was to test the teaching and research potential of interactive features of selection, deselection, tagging and logging in the analysis of reading-comprehension processes. To this aim, LearnWeb – an interactive platform integrating TED talks – was used to involve 25 Italian MA students of consecutive interpreting in analytical tasks gauging their reading-comprehension abilities in English. Their selections, deselections, and annotations were automatically collected by the system and manually analysed by the researchers. The analyses provided an answer to the following research questions: Was any of the tasks perceived as difficult by the students? How was each task faced by the students? How did the logs contribute to understanding the students’ approaches to the tasks? The types of exercises used fit a large range of learning scenarios, and the resources, analytical methods and results described in this paper may be relevant to anyone interested in discourse comprehension.

Abstract – Il presente articolo descrive un esperimento finalizzato a testare le potenzialità didattiche e di ricerca delle funzionalità interattive di selezione, deselezione, annotazione e di log automatico in relazione all’analisi dei processi di lettura e comprensione. A questo fine, ci si è avvalsi della piattaforma interattiva LearnWeb, che integra i video TED. L’esperimento ha coinvolto 25 studenti italiani iscritti a un corso di laurea magistrale e frequentati un corso di interpretazione consecutiva. Gli studenti sono stati invitati ad eseguire tre task online, creati per misurare abilità di lettura e comprensione in lingua inglese. Tutte le selezioni, le deselezioni e le annotazioni degli studenti sono state registrate automaticamente dal sistema e i log sono quindi stati analizzati dagli autori tramite procedura manuale. L’analisi ha fornito una risposta alle seguenti domande di ricerca: La difficoltà percepita dei tre esercizi era uguale? Come è stato affrontato ciascun esercizio dagli studenti? Quale è stato il contributo dei log ai fini della comprensione dell’approccio degli studenti ai task? Si noti che gli esercizi e le risorse qui utilizzate ben si adattano a molteplici scenari didattici e i metodi di analisi e i risultati di questo esperimento possono pertanto essere di interesse a tutti i docenti e i ricercatori interessati ai processi di lettura e comprensione.

DOI Code: 10.1285/i22390359v19p23

Keywords: TED talks; LearnWeb; log analysis; text comprehension; processes


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