Abstract
This study reports on the use of Perusall in a basic university English course in order to understand how such software facilitates second language acquisition, particularly in mixed-proficiency language groups. This study focuses on the effect of text choice on student performance. The question centers on how the reading difficulty of a particular text affects the type and quantity of responses produced. Sixty students enrolled in a freshman level English course used Perusall over the course of a year to read and annotate English media assignments. The students created questions, comments and responses to other students. The student input was taken and categorized based on the reading level of the assignments cross-referenced with the type and length of annotations produced. The reading content affected the type of student responses; longer articles tended to elicit more questions, while shorter content would elicit more comments. This work shows that varying language prompts can meaningfully influence user interaction.
Author Information
Johnny George, Meiji University, Japan
Paper Information
Conference: IICAH2024
Stream: Teaching and Learning
This paper is part of the IICAH2024 Conference Proceedings (View)
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To cite this article:
George J. (2024) Case Study of the Use of the Interactive Annotation Software Perusall with Mixed-Proficiency EFL Japanese Students ISSN: 2432-4604 – The IAFOR International Conference on Arts & Humanities – Hawaii 2024 Official Conference Proceedings https://doi.org/10.22492/issn.2432-4604.2024.32
To link to this article: https://doi.org/10.22492/issn.2432-4604.2024.32
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