Abstract
Self-explanation is an effective instructional strategy for improving problem solving in math and science domains. However, our previous studies, within the domain of second language grammar learning, show self-explanation to be no more effective than simple practice; perhaps the metalinguistic challenges involved in explaining using one’s non-native language are hampering the potential benefits. An alternative strategy is tutoring using analogical comparisons, which reduces language difficulties while continuing to encourage feature focusing and deep processing. In this paper, we investigate adult English language learners learning the English article system (e.g. the difference between “a dog” and “the dog”). We present the results of a classroom-based study (N=99) that compares practice-only to two conditions that facilitate deep processing: self-explanation with practice and analogy with practice. Results show that students in all conditions benefit from the instruction. However, students in the practice-only condition complete the instruction in significantly less time leading to greater learning efficiency. Possible explanations regarding the differences between language and science learning are discussed.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
References
Chi, M.T.H., de Leeuw, N., Chiu, M.H., LaVancher, C.: Eliciting self-explanations improves understanding. Cognitive Science 18, 439–477 (1994)
Aleven, V., Koedinger, K.: An effective metacognitive strategy: Learning by doing and explaining with a computer-based cognitive tutor. Cognitive Science 26, 147–179 (2002)
McNamara, D.: SERT: Self-Explanation Reading Training. Discourse Processes 38(1), 1–30 (2004)
Chi, M.T.H., Bassok, M., Lewis, M.W., Reimann, P., Glaser, R.: Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science 13, 145–182 (1989)
Roy, M., Chi, M.: The self-explanation principle in multimedia learning. In: Mayer, R.E. (ed.) The Cambridge handbook of multimedia learning, pp. 271–286. Cambridge University Press, Cambridge (2005)
Wylie, R., Koedinger, K., Mitamura, M.: Is Self-Explanation Always Better? The Effects of Adding Self-Explanation Prompts to an English Grammar Tutor. In: Proceedings of the 31st Annual Conference of the Cognitive Science Society, pp. 1300–1305. Cognitive Science Society, Austin (2009)
Gentner, D.: Structure-mapping: A theoretical framework for analogy. Cognitive Science 7(2), 155–170 (1983)
Gentner, D., Loewenstein, J., Thompson, L.: Learning and transfer: A general role for analogical encoding. Journal of Educational Psychology 95(2), 393–408 (2003)
Kurtz, K.J., Miao, C., Gentner, D.: Learning by analogical bootstrapping. Journal of the Learning Sciences 10(4), 417–446 (2001)
Mitchell, R., Myles, F.: Second language learning theories, 2nd edn. Edward Arnold, London (2004)
Fuchs, M., Bonner, M., Westheimer, M.: Focus on Grammar 3: An Integrated Skills Approach, 3rd edn. Pearson Education, Inc., White Plains (2006)
Aleven, V., McLaren, B.M., Sewall, J., Koedinger, K.R.: Example-tracing tutors: A new paradigm for intelligent tutoring systems. International Journal of Artificial Intelligence in Education (in press)
Pashler, H., Bain, P., Bottge, B., Graesser, A., Koedinger, K., McDaniel, M., Metcalfe, J.: Organizing Instruction and Study to Improve Student Learning (NCER 2007-2004). In: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education, Washington DC (2007)
Atkinson, R.K., Derry, S.J., Renkel, A., Wortham, D.W.: Learning from examples: Instructional principles of the worked examples research. Review of Educational Research 70, 181–214 (2000)
Baker, R.S., Corbett, A.T., Koedinger, K.R., Wagner, A.Z.: Off-task behavior in the cognitive tutor classroom: when students “game the system”. In: Proceedings of the SIGCHI conference on Human factors in computer systems, Vienna, Austria, pp. 383–390 (2004)
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2010 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Wylie, R., Koedinger, K., Mitamura, T. (2010). Analogies, Explanations, and Practice: Examining How Task Types Affect Second Language Grammar Learning. In: Aleven, V., Kay, J., Mostow, J. (eds) Intelligent Tutoring Systems. ITS 2010. Lecture Notes in Computer Science, vol 6094. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-13388-6_26
Download citation
DOI: https://doi.org/10.1007/978-3-642-13388-6_26
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-13387-9
Online ISBN: 978-3-642-13388-6
eBook Packages: Computer ScienceComputer Science (R0)