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Is self-explanation always better? The effects of adding self-explanation prompts to an English grammar tutor
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In: http://pact.cs.cmu.edu/koedinger/pubs/Wylie, Koedinger Mitamura_09.pdf (2009)
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Abstract:
Several studies have demonstrated the benefits of selfexplanation on learning well-defined domains like math, biology, and physics. However, these findings have yet to be replicated in probabilistic domains like second language acquisition. Working with adult English as a Second Language students (n=61) within the domain of the English article system (i.e. teaching students the difference between a dog vs. the dog) we conduct the first experimental study of the effects of prompting self-explanation on second language grammar acquisition. We compare two different modes of self-explanations (free-response and menu-based), each implemented in an intelligent tutoring system, to a control tutor with no explicit self-explanation prompts. Students in all conditions show significant learning gains but contrary to theoretical predictions, the self-explanation tutors did not lead to better learning over the no self-explanation condition. We discuss why and under what specific conditions targetspecific practice without self-explanation may be a more effective instructional strategy.
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Keyword:
Computer Assisted Language Learning; ESL Grammar Learning; Self-Explanation Effect
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URL: http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.353.109
http://pact.cs.cmu.edu/koedinger/pubs/Wylie, Koedinger Mitamura_09.pdf
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