User experience and behavior concerning digital scaffolding during EFL speaking practice: A mixed-method study in a German 9th grade EFL classroom
Research output: Contributions to collected editions/works › Chapter › peer-review
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Technology-Mediated Language Learning and Teaching. ed. / Ruby Vurdien; Wendy Chambers. IGI Global Publishing, 2024. p. 90-120.
Research output: Contributions to collected editions/works › Chapter › peer-review
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TY - CHAP
T1 - User experience and behavior concerning digital scaffolding during EFL speaking practice
T2 - A mixed-method study in a German 9th grade EFL classroom
AU - Wucherpfennig, Svea Carolyn
N1 - Publisher Copyright: © 2024, IGI Global. All rights reserved.
PY - 2024/7/24
Y1 - 2024/7/24
N2 - This exploratory mixed-method study investigates the scaffolding mechanisms incorporated into ChatClass, an educational chatbot application primarily designed to offer speaking tasks to users, in a German 9th-grade English as a Foreign Language (EFL) classroom setting. Addressing the growing importance of speaking skills in language education, and the opportunities technological advances can offer regarding individual-suitable scaffolds during speaking exercises, this study employs a theoretical look at scaffolding, and speaking in the EFL classroom. Based on a three-month classroom intervention, the research involves 18 students, utilizing triangulated data from questionnaires, classroom observations, and language tests to better comprehend students' needs regarding scaffolding options during digitally enhanced practice phases in class.
AB - This exploratory mixed-method study investigates the scaffolding mechanisms incorporated into ChatClass, an educational chatbot application primarily designed to offer speaking tasks to users, in a German 9th-grade English as a Foreign Language (EFL) classroom setting. Addressing the growing importance of speaking skills in language education, and the opportunities technological advances can offer regarding individual-suitable scaffolds during speaking exercises, this study employs a theoretical look at scaffolding, and speaking in the EFL classroom. Based on a three-month classroom intervention, the research involves 18 students, utilizing triangulated data from questionnaires, classroom observations, and language tests to better comprehend students' needs regarding scaffolding options during digitally enhanced practice phases in class.
KW - Educational science
UR - http://www.scopus.com/inward/record.url?scp=85203101299&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/1f07612d-272d-3f00-8109-0a0255d21d1a/
U2 - 10.4018/979-8-3693-2687-9.ch004
DO - 10.4018/979-8-3693-2687-9.ch004
M3 - Chapter
AN - SCOPUS:85203101299
SN - 9798369326879
SN - 9798369350720
SP - 90
EP - 120
BT - Technology-Mediated Language Learning and Teaching
A2 - Vurdien, Ruby
A2 - Chambers, Wendy
PB - IGI Global Publishing
ER -