| Computer-assisted language learning (CALL) allows designers to control for rate of speech and the amount and kinds of control learners have over playback in listening comprehension exercises for second language (L2) learners. Research shows that slower rates of speech can improve listening comprehension (Chaudron, 1988; Zhao, 1997), as can pausing (Zhao, 1997). Jensen and Vinther's (2003) work suggests that, in listening comprehension training, slower speeds can help improve L2 learners' comprehension of grammatical structures.; This study examined the influence of different rates of speech and learner controls in a CALL environment. The study used a pretest---training---posttest design. All subjects were pre-tested on listening comprehension on both slow (135 words per minute) and fast (180 words per minute) dialogues. They also performed a maze task as a pretest. Then the participants were randomly assigned to one of four conditions for ten training sessions: (A) trained on only fast dialogues, (B) trained on only slow dialogues, (C) given a choice of speed for the second playback during the lessons, and (D) given an option to pause playback when listening the second time. Posttests followed training. Data were also collected through surveys and interviews, allowing the issues of CALL design and communication and learning strategy use to be investigated as well.; The data support the previous research but also suggest that design features can affect L2 learners either positively or negatively. This study, which was done with Chilean, college-level students of English as a foreign language (EFL), has implications for CALL design and classroom teaching, as well as language testing. These are discussed, as are suggestions for future research. |
