Exploring Prompted Self-Explanation for Second Language Learning in Vocational Education Settings
Keyword(s):
In the Global South, English-language fluency is strongly associated with earnings. This in particular impacts young adults in low-income settings looking to start work in urban areas without past access to high-quality English language education. In this work, we explore prompted self-explanation as a potential tool for assessing student efficacy in English grammar concepts with students undergoing a vocational training program. Using in-depth analysis of video recordings of students explaining concepts in English as a Second Language (ESL), we find that self-explanation (1) correlates with overall ESL assessment scores, and (2) assists learners identify and correct errors.
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