Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.
Policastro - LAMS
Transcript of Policastro - LAMS
PhD, Università degli Studi di Genova (Italy)
Is LAMS an efficient second language
teaching and learning tool?
9th International LAMS and Learning Design Conference - Singapore, 2014
Goal of the study
What is this presentation about
Spanish course for Italian university students (n=23) on LAMS platform
Investigate the potential of LAMS as a tool
to enhance second language strategic learning
and teaching processes.
Holgado Sáez, 2010 and 2011
Brenes Castaño et al., 2011; Burns, 2008 Lim et al., 2011; Campbell et al., 2012
Literature on LAMS as a CALL tool
CALL = Computer Assisted Language Learning
(Anderson and Shattuck, 2012; Collins
Example: Can you drop the subject pronoun?
(IO) ho tre fratelli
(YO) tengo tres hermanos
L1 = L2 ?
YES: pro-drop languages
NO: non-pro-drop languages
I have three brothers
J'ai trois frères
Importance of metacognitive thinking:
does LAMS interface foster students' metacognitive strategies?
Holgado Sáez (2011)
How to measure them?
Self-Regulated Learning framework
the set of processes ("strategies") students use to plan, manage and monitor their learning.
log files analysis
think aloud p.
Which are the strengths and the weaknesses of LAMS as a tool for designing, implementing and monitoring an ELE course for Italian students?
Account of the personal experience as course designer and monitor (qualitative data)
Did the students activate SRL strategies? Did they exploit LAMS features? Did they feel comfortable?
Log files analysis (quant. data), questionnaires (both qualitative and quantitative data), LAMS forum, e-mail (qualitative data).
n = 23 ELE [Español Lengua Extranjera] students.
Mother tongue: Italian.
from March to October 2013
Spanish course on LAMS
Goal: develop communicative skills concerning expression and comprehension of past events using the indicative mood.
Level: A2-B1 CEFR
(1st year university students)
Features of the design
find regularity into irregularity (Lombardini, 2001)
Context: offer of blended courses increasing
LAMS is a good CALL tool
(glossary, automatic feedback assessment tests...)
Students evalued it positively
gap-fill tests, "Map"...