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Developing L2 Strategic Competence Online

Developing L2 Strategic Competence Online

Claudia Finkbeiner, Markus Knierim
Copyright: © 2008 |Pages: 26
ISBN13: 9781599048956|ISBN10: 1599048957|EISBN13: 9781599048963
DOI: 10.4018/978-1-59904-895-6.ch022
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MLA

Finkbeiner, Claudia, and Markus Knierim. "Developing L2 Strategic Competence Online." Handbook of Research on Computer-Enhanced Language Acquisition and Learning, edited by Felicia Zhang and Beth Barber, IGI Global, 2008, pp. 377-402. https://doi.org/10.4018/978-1-59904-895-6.ch022

APA

Finkbeiner, C. & Knierim, M. (2008). Developing L2 Strategic Competence Online. In F. Zhang & B. Barber (Eds.), Handbook of Research on Computer-Enhanced Language Acquisition and Learning (pp. 377-402). IGI Global. https://doi.org/10.4018/978-1-59904-895-6.ch022

Chicago

Finkbeiner, Claudia, and Markus Knierim. "Developing L2 Strategic Competence Online." In Handbook of Research on Computer-Enhanced Language Acquisition and Learning, edited by Felicia Zhang and Beth Barber, 377-402. Hershey, PA: IGI Global, 2008. https://doi.org/10.4018/978-1-59904-895-6.ch022

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Abstract

Research on CALL environments that explicitly focuses on the development of strategic competence is almost non-existent. This chapter reports on an exploratory study which was conducted as a semesterlong, Web-based project to facilitate the development of L2 strategic competence by means of online collaboration among advanced EFL (English as a foreign language) learners who are students in an EFL teacher education program at a German university. The project—called the “Online Learner ABCs”—combines an autobiographic approach to raise the learners’ awareness of their own strategy use with data-driven activities to foster diagnostic skills with regard to strategy use. Overall, the “Online Learner ABCs” was found to be conducive to the students’ development of L2 strategic competence, in particular by raising the students’ awareness of a considerable number of language learning strategies. Deep-level reflections on strategy use, however, remained scant, indicating that further instructional fine-tuning is needed.

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