{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/125902"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/125902","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"How should online help be given in call-- passively or actively?","abstract":"Online help plays an important role in computer assisted language learning (CALL). A computer, as a teacher, should be able to provide help whenever learners need it. It often happens that learners cannot get the help information they need although the information exists in the help system. The reason for this problem is that online help is usually given passively. The search for help has to be initiated by the learners, and then they have to look for the information in the help system. If they fail to find it, sometimes they will not be able to continue using the program. One approach to solving this problem is for online help to be given more actively for first-time users. The program should offer help when learners need it, which will not only save learners' time, but also enable learners to go on smoothly and maintain interest. A case study of the multimedia French language learning program \"Philippe\" I conducted supports this view. There is evidence to show that in many situations active help is needed by learners. In this paper I demonstrate how my subjects used different help facilities in the program. Their behaviors in using online help were analyzed to show the necessity of active online help. It is hoped that this paper will draw attention to active online help so that it will be studied more extensively, and designers of help systems in CALL will design more effective online help for language learners.","abstract_html":"Online help plays an important role in computer assisted language learning (CALL). A computer, as a teacher, should be able to provide help whenever learners need it. It often happens that learners cannot get the help information they need although the information exists in the help system. The reason for this problem is that online help is usually given passively. The search for help has to be initiated by the learners, and then they have to look for the information in the help system. If they fail to find it, sometimes they will not be able to continue using the program. One approach to solving this problem is for online help to be given more actively for first-time users. The program should offer help when learners need it, which will not only save learners' time, but also enable learners to go on smoothly and maintain interest. A case study of the multimedia French language learning program "Philippe" I conducted supports this view. There is evidence to show that in many situations active help is needed by learners. In this paper I demonstrate how my subjects used different help facilities in the program. Their behaviors in using online help were analyzed to show the necessity of active online help. It is hoped that this paper will draw attention to active online help so that it will be studied more extensively, and designers of help systems in CALL will design more effective online help for language learners.","abstract_has_math":false,"creators":["Li, Rongchang"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.A.","degree_level":"Thesis","degree_discipline":"Teaching English as a Second Language","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1994,"date_issued":"1994","date_published":"1994","updated_at":"2026-07-22T22:25:02Z","subjects":["Teaching English as Second Language","Online Help Computer Assisted Language Learning (CALL)","Active Help","Multimedia Language Learning Program"],"languages":["eng"],"rights":["Copyright owned by the author."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/125902","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Li, Rongchang"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["1994"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation/Thesis","text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Teaching English as a Second Language"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Teaching English as Second Language","Online Help Computer Assisted Language Learning (CALL)","Active Help","Multimedia Language Learning Program"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright owned by the author."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/125902"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Online help plays an important role in computer assisted language learning (CALL). A computer, as a teacher, should be able to provide help whenever learners need it. It often happens that learners cannot get the help information they need although the information exists in the help system. The reason for this problem is that online help is usually given passively. The search for help has to be initiated by the learners, and then they have to look for the information in the help system. If they fail to find it, sometimes they will not be able to continue using the program. One approach to solving this problem is for online help to be given more actively for first-time users. The program should offer help when learners need it, which will not only save learners' time, but also enable learners to go on smoothly and maintain interest. A case study of the multimedia French language learning program \"Philippe\" I conducted supports this view. There is evidence to show that in many situations active help is needed by learners. In this paper I demonstrate how my subjects used different help facilities in the program. Their behaviors in using online help were analyzed to show the necessity of active online help. It is hoped that this paper will draw attention to active online help so that it will be studied more extensively, and designers of help systems in CALL will design more effective online help for language learners."]},{"key":"dc:title","label":"Title","values":["How should online help be given in call-- passively or actively?"]}]}],"canonical_facts":{"dc:creator":["Li, Rongchang"],"dc:date":["1994"],"dc:description":["Online help plays an important role in computer assisted language learning (CALL). A computer, as a teacher, should be able to provide help whenever learners need it. It often happens that learners cannot get the help information they need although the information exists in the help system. The reason for this problem is that online help is usually given passively. The search for help has to be initiated by the learners, and then they have to look for the information in the help system. If they fail to find it, sometimes they will not be able to continue using the program. One approach to solving this problem is for online help to be given more actively for first-time users. The program should offer help when learners need it, which will not only save learners' time, but also enable learners to go on smoothly and maintain interest. A case study of the multimedia French language learning program \"Philippe\" I conducted supports this view. There is evidence to show that in many situations active help is needed by learners. In this paper I demonstrate how my subjects used different help facilities in the program. Their behaviors in using online help were analyzed to show the necessity of active online help. It is hoped that this paper will draw attention to active online help so that it will be studied more extensively, and designers of help systems in CALL will design more effective online help for language learners."],"dc:identifier":["https://hdl.handle.net/2142/125902"],"dc:language":["eng"],"dc:rights":["Copyright owned by the author."],"dc:subject":["Teaching English as Second Language","Online Help Computer Assisted Language Learning (CALL)","Active Help","Multimedia Language Learning Program"],"dc:title":["How should online help be given in call-- passively or actively?"],"dc:type":["Dissertation/Thesis","text"],"thesis:degree_discipline":["Teaching English as a Second Language"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:02Z"}