What is it about?
This study investigated what log files can reveal about learner behaviour of adult migrant learners who learn to read for the first time in Finnish as a second language. Log files, automatically created user-computer interaction records, were chosen as empirical evidence as their analysis enables in-depth post-activity exploration of student behaviour. The participants’ practices their alphabetic reading skills in an online training environment designed for a special adult learner population of so-called LESLLA (Literacy Education and Second Language Learning for Adults) learners.
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Photo by Markus Winkler on Unsplash
Why is it important?
The results show that individual learning performance, process, and progress can be investigated by exploring user’s individual digital learning footprints, their log files. Log files are accurate and precise, yet currently underemployed research data for non-expert researchers. More easy-to-use tools are in demand, as current Data Mining (DM) tools are designed for computer scientists and need to be developed further to become accessible and applicable by practitioners and educational researchers.
Perspectives
This short-paper was written after my participation in the EUROCALL 2018 conference in Jyväskylä and is part of this collection: P. Taalas, J. Jalkanen, L. Bradley, & S. Thouësny (Eds.), Future-proof CALL : language learning as exploration and encounters : short papers from EUROCALL 2018 see also: Malessa, E., & Filimban, E. (2017). Exploring what log files can reveal about LESLLA learners’ behaviour in an online call environment. LESLLA Symposium Proceedings, 12(1), 149–158. https://doi.org/10.5281/zenodo.8058969 I am a member of the active LESLLA (Literacy Education and Second Language Learning for Adults) research community who promotes interdisciplinary research with and for second language learners with emerging literacy & limited/interrupted formal education. My own research focuses on the use of educational technology in adult late literacy and second language training and the design of suitable digital learning environments for LESLLA learners, particularly in the form of so-called serious games, which have an educational purpose. If you are interested and want to read more, here a list of my previous LESLLA-related publications (not listed on kudos): Malessa,E. (2023). Enhancing ethical research participation and inclusion of marginalized adult migrant learners: An early career researcher's perspective. Forum Qualitative Sozialforschung, 24(3), Article 17. https://doi.org/10.17169/fqs-24.3.4100 Malessa,E. (2023). How Covid-19 intruded and improved my applied LESLLA research in progress: Reflections on research-design and research ethics of an empirical serious game study on L2 literacy support of adult migrants in Finland. LESLLA Symposium Proceedings, 17(1), 111–126. https://doi.org/10.5281/zenodo.8075621 Malessa,E. (2021). From computer-assisted to technology-enhanced learning. Lessons learnt and fast forward toward (digital) literacy of LESLLA learners. LESLLA Symposium Proceedings, 14(1), 327–345. https://lesllasp.journals.publicknowledgeproject.org/index.php/lesllasp/article/view/6262
Eva Malessa
Jyvaskylan Yliopisto
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This page is a summary of: Tracking and analysing the learner behaviour of non- and low-literate adults in an online literacy training environment, December 2018, Research-Publishing.net,
DOI: 10.14705/rpnet.2018.26.834.
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