This document summarizes a research study on the effectiveness of different types of images for facilitating vocabulary learning of spatial prepositions. The study compared schematic pictorial images to live-action animations as visual glosses in an online dictionary for Japanese EFL learners. Results showed no significant difference in learning between the image types. Both led to significant gains from pre-test to post-test, suggesting images are effective gloss types regardless of technological complexity. The findings indicate optimized glosses, not just advanced multimedia, best support intentional vocabulary learning.
The document summarizes a presentation given at the GLoCALL 2013 conference on using visual aids to enhance L2 vocabulary learning. The presentation discussed previous research finding pictorial and video glosses effective for intentional learning. It outlined a study examining the effectiveness of pictorial vs. live-action images for learning spatial prepositions incidentally. The study found no significant difference in learning between image types. Both image conditions led to significant gains from pre- to post-test, suggesting images can facilitate preposition learning regardless of technological complexity.
Asian EFL Journal 2010 conference presentationTakeshi Sato
This document summarizes a study that compared the effectiveness of 2D and 3D images as visual glosses for learning the meanings of English spatial prepositions. 24 participants were randomly assigned to learn vocabulary using either a 2D or 3D dictionary. A pre-test and post-test assessed learning of physical and metaphorical meanings. Results showed no significant difference in learning between the 2D and 3D image conditions. The researchers suggest that 3D images may distract from transforming schematic images, and deliberate use of multimedia is needed in CALL.
The document summarizes a presentation given at the GLoCALL 2013 conference titled "Explicit vocabulary learning with multimedia glosses". The presentation examined whether visual annotations like images and animations can enhance second language text comprehension. It discussed previous research finding multimedia glosses are effective for vocabulary learning. The presenter's study compared the effectiveness of pictorial versus animated schematic images defining spatial prepositions. Results showed no significant differences in comprehension or production between the visual gloss types. The presentation concluded other factors may influence effectiveness and multimedia glosses need to be used appropriately.
Perceptions of English language Dominican Students on cell phone use for lang...Gisela Martiz-W.
The purpose of this exploratory case study was to explore what type of language learning opportunities teacher and students can create using cell phones and investigate the perceptions of students on the use of cell phones for learning activities.
This presentation examined the use of information and communication technologies (ICTs) to support English as a second language (ESL) learners. The presentation included sections on methods, findings, discussion, conclusions, implications, and limitations. Key findings were that ESL learners perceived improved literacy skills using ICTs, and their actual literacy skills did improve with ICT use according to assessments. The presentation concluded that ICTs can provide beneficial support for ESL learners' literacy development.
This document summarizes a research study that examined how using corpus technology influences second language (L2) academic writing development. The study collected data through classroom observations, interviews, student work, and reflections from six graduate students learning to use an online corpus in their English for Academic Purposes writing course. The findings showed that corpus use helped students check word meanings and usages, improved language awareness, and made students more attentive to their writing. Students reported gaining confidence and taking more responsibility for their language learning. The researcher reflected that corpus technology can effectively support L2 writing pedagogy.
Integrating Incoming Information into Discourse Model in Tunisian ArabicDr. Marwa Mekni-Toujani
There are two main lines in discourse processing research. The first one is interested in understanding the type of inferences that constitute discourse representations (logical inferences, bridging inferences, elaborative inferences, predictive inferences, etc.) (Stewart, Kidd, & Haigh, 2009). The second line is interested in the time course of integrating incoming information with the unfolding discourse model (ibid). This study addressed the second line of research. Incoming information can be integrated as soon as it is available (early integration model) or it is integrated later as a wrap-up operation (delayed integration model) (Guzman & Klin, 2000). That is, the endeavor of the present study was to gauge the time course of connecting incoming information to information mentioned earlier in the text that are no longer available in Working Memory (WM). Additionally, There are some factors that are believed to affect the time course of the generation of discourse-level representations. In fact, Hannon & Daneman (2001) argue that cognitive styles can influence the ability to detect anomalies. Concerning task demands, it is argued that some instructions require different strategies by the reader (Smith & O’Brien, 2012). Hence, this study explored the effects of both field-dependency and task demands. Ultimately, the present study aspired to answer the following research questions: (1) does readers’ sensitivity to spatial anomaly affect the time-course of integrating incoming information into the unfolding discourse model in Tunisian Arabic (TA)? (2) do field dependency and task demands affect the time-course of integration in TA?
The document summarizes a presentation given at the GLoCALL 2013 conference on using visual aids to enhance L2 vocabulary learning. The presentation discussed previous research finding pictorial and video glosses effective for intentional learning. It outlined a study examining the effectiveness of pictorial vs. live-action images for learning spatial prepositions incidentally. The study found no significant difference in learning between image types. Both image conditions led to significant gains from pre- to post-test, suggesting images can facilitate preposition learning regardless of technological complexity.
Asian EFL Journal 2010 conference presentationTakeshi Sato
This document summarizes a study that compared the effectiveness of 2D and 3D images as visual glosses for learning the meanings of English spatial prepositions. 24 participants were randomly assigned to learn vocabulary using either a 2D or 3D dictionary. A pre-test and post-test assessed learning of physical and metaphorical meanings. Results showed no significant difference in learning between the 2D and 3D image conditions. The researchers suggest that 3D images may distract from transforming schematic images, and deliberate use of multimedia is needed in CALL.
The document summarizes a presentation given at the GLoCALL 2013 conference titled "Explicit vocabulary learning with multimedia glosses". The presentation examined whether visual annotations like images and animations can enhance second language text comprehension. It discussed previous research finding multimedia glosses are effective for vocabulary learning. The presenter's study compared the effectiveness of pictorial versus animated schematic images defining spatial prepositions. Results showed no significant differences in comprehension or production between the visual gloss types. The presentation concluded other factors may influence effectiveness and multimedia glosses need to be used appropriately.
Perceptions of English language Dominican Students on cell phone use for lang...Gisela Martiz-W.
The purpose of this exploratory case study was to explore what type of language learning opportunities teacher and students can create using cell phones and investigate the perceptions of students on the use of cell phones for learning activities.
This presentation examined the use of information and communication technologies (ICTs) to support English as a second language (ESL) learners. The presentation included sections on methods, findings, discussion, conclusions, implications, and limitations. Key findings were that ESL learners perceived improved literacy skills using ICTs, and their actual literacy skills did improve with ICT use according to assessments. The presentation concluded that ICTs can provide beneficial support for ESL learners' literacy development.
This document summarizes a research study that examined how using corpus technology influences second language (L2) academic writing development. The study collected data through classroom observations, interviews, student work, and reflections from six graduate students learning to use an online corpus in their English for Academic Purposes writing course. The findings showed that corpus use helped students check word meanings and usages, improved language awareness, and made students more attentive to their writing. Students reported gaining confidence and taking more responsibility for their language learning. The researcher reflected that corpus technology can effectively support L2 writing pedagogy.
Integrating Incoming Information into Discourse Model in Tunisian ArabicDr. Marwa Mekni-Toujani
There are two main lines in discourse processing research. The first one is interested in understanding the type of inferences that constitute discourse representations (logical inferences, bridging inferences, elaborative inferences, predictive inferences, etc.) (Stewart, Kidd, & Haigh, 2009). The second line is interested in the time course of integrating incoming information with the unfolding discourse model (ibid). This study addressed the second line of research. Incoming information can be integrated as soon as it is available (early integration model) or it is integrated later as a wrap-up operation (delayed integration model) (Guzman & Klin, 2000). That is, the endeavor of the present study was to gauge the time course of connecting incoming information to information mentioned earlier in the text that are no longer available in Working Memory (WM). Additionally, There are some factors that are believed to affect the time course of the generation of discourse-level representations. In fact, Hannon & Daneman (2001) argue that cognitive styles can influence the ability to detect anomalies. Concerning task demands, it is argued that some instructions require different strategies by the reader (Smith & O’Brien, 2012). Hence, this study explored the effects of both field-dependency and task demands. Ultimately, the present study aspired to answer the following research questions: (1) does readers’ sensitivity to spatial anomaly affect the time-course of integrating incoming information into the unfolding discourse model in Tunisian Arabic (TA)? (2) do field dependency and task demands affect the time-course of integration in TA?
Singapore is an island country located off the southern tip of the Malay Peninsula, separated from Malaysia by the Straits of Johor. It is a highly urbanized and densely populated country, with over 5 million people residing within its 63 islands. The government is a parliamentary republic and the economy is ranked as the world's most competitive with a strong focus on innovation and business. Popular tourist attractions include Gardens by the Bay and the Merlion Park, featuring the iconic half-lion, half-fish symbol of Singapore.
Redesigning Pedagogy 2011 conference presentationTakeshi Sato
This document outlines a presentation given by Takeshi Sato on implementing critical reading pedagogy in English classes in Japan. It discusses choosing texts that represent diverse perspectives, setting up tasks to analyze texts critically by questioning their purpose and perspective, and having students "write back" and express their own views in response to the texts. An example is given of a critical reading lesson Sato conducted on the topic of eating dog meat using articles from different countries. Students expressed resistance to the views in the texts by writing responses explaining their own cultural perspectives. The presentation argues this approach can work for critical reading in Japanese English classes by adapting strategies to the local context.
1) The study examined whether using a mobile application to study phrases for academic essays improved recall and learner autonomy compared to using a paper list.
2) 94 Japanese university students were randomly assigned to study phrases via the mobile app or paper list for 3 weeks.
3) Students who used the mobile app recalled significantly more phrases on a test and included more phrases in an essay, but did not recall phrases faster.
4) There was no significant difference between the groups in measures of learner autonomy or frequency/place of studying before or after the intervention period.
This document outlines a 4-day training course on Red Hat System Administration II. Day one covers automated installation, command line tools, and regular expressions. Day two focuses on networking, partitions, LVM, and network file systems. Day three reviews LDAP users and groups, SELinux, and software management. The final day discusses services, logging, processes, kernel management, and system recovery.
This document outlines a 5-day training course on Red Hat System Administration. The course covers topics such as the GNOME desktop, managing files and software, logical volumes, networking, users/groups, security, services, storage, installation, virtualization and boot processes. Each day is divided into units covering specific tasks and skills related to administering and maintaining Red Hat Enterprise Linux 6 systems.
This document outlines a 4-day training course on Red Hat System Administration III. The course covers topics such as package management with RPM, network monitoring, security, storage, web services, file sharing, and boot troubleshooting. Each day consists of multiple units that delve deeper into these areas and provide hands-on instruction on configuring and managing an enterprise Linux environment.
Here are the key certifications from Red Hat:
- RHCSA (Red Hat Certified System Administrator) - Certifies core Linux system administration skills
- RHCE (Red Hat Certified Engineer) - Certifies advanced Linux system administration skills for senior system administrators
- RHCVA (Red Hat Certified Virtualization Administrator) - Certifies skills to deploy and manage virtual hosts using Red Hat Enterprise Virtualization
Red Hat certifications validate hands-on skills through performance-based exams, ensuring certified professionals can effectively manage Red Hat solutions.
The document discusses a study that developed a computerized material to help English learners acquire and use English phrasal verbs. The study found:
1) The software enhanced learners' acquisition of target phrasal verbs, especially their ability to understand figurative meanings.
2) Learners performed better on phrasal verbs containing "break" compared to those containing "bring" or "come" after using the software.
3) The software improved learners' comprehension of phrasal verbs on immediate post-tests and on delayed tests taken one week later, indicating its effects lasted over time.
This study examined the effectiveness of visual glosses known as image schemata in helping learners understand the meanings of spatial prepositions. Two studies were conducted. Study 1 found that image schemata provided as visual glosses were more effective than verbal explanations alone. Study 2 compared 2D static, 2D animated, and 3D animated image schemata glosses and found no significant differences between gloss types, but differences in effectiveness between specific prepositions. The findings suggest visual glosses of image schemata can help with some spatial prepositions but require further examination considering other language items and potential L1 transfer effects.
Examining the Impact of Individual Differences of Informatijon Processing St...Takeshi Sato
Many studies have been conducted to verify the effectiveness of technology-enhanced visual aids in second language learning, and conclude the positive effects of the aids both in incidental and intentional vocabulary learning. On the other hand, previous research by Sato & Suzuki (2010, 2011, 2012) to compare the effectiveness of still pictures with animations depicting the schematic images of English prepositions found no significant difference between the pictorial and animated images. This indicates that successful second vocabulary learning with technological aids results not only from the technology itself, but the individual factors of the learners who use the technology. This study, therefore, explores the individual factors that affect the learning of prepositions through the use of animations, focusing on information processing styles and the first language of the learners. The results of our research conducted both in Taiwan and Japan show that the Taiwanese received a positive effect in the post-test administered immediately after using the visual aids whereas the Japanese received a positive effect in the delayed-test two weeks later. Besides, the imagers, who prefer using images in processing information, tend to get better results than the verbalizers, who prefer using languages in their information processing, whether they are Taiwanese or Japanese. From these findings, we conclude the importance of individual factors in examining second vocabulary learning with technology.
This document discusses two studies on the impact of cognitive styles on learning phrasal verbs with mobile-assisted language learning. The first study found that imagers performed better with visual aids in terms of faster response times, while verbalizers benefited more from verbal aids in accuracy rates. The second study similarly found verbalizers performed better with verbal aids than visual aids. Overall, the findings suggest learners' cognitive styles affect how well they learn phrasal verbs, with aids matching their style being most effective. However, larger and longer-term research is still needed.
The effectiveness of multimedia lexical knowledge representation as a learning tool
This study examined the effectiveness of using schematic visual representations of phrasal verbs (PVs) in an online dictionary compared to a traditional textual dictionary. 121 Japanese university students were randomly assigned to study 12 English PVs using either a multimedia application with visual schemas or a printed handout. Both groups showed improved comprehension from pre- to post-test, but the application group performed significantly better on figurative senses of PVs. While both representations helped with concrete senses, the visual schemas more effectively supported understanding metaphorical uses. The findings suggest multimedia dictionaries can enhance L2 vocabulary learning compared to traditional formats, especially for complex multi-word units like phrasal verbs
Ch.11 Listening for Multimedia Environmenttongsung2
The document discusses research on the use of multimedia and technology in second language listening pedagogy. It summarizes studies that have investigated how visual aids like captions, subtitles, and images impact listening comprehension. The research shows that visual support can help comprehension when it is congruent with the audio, but too many distracting visuals may be detrimental. Learner choice over playback controls is beneficial, but weaker learners may over-rely on aids instead of the audio. Overall, technology alone does not determine effectiveness; teachers must guide learners on developing metacognitive strategies for autonomous listening practice.
CERLIS 2011 Emerging genres in the academy? Designing an EAP pedagogy for the...cahafner
Presentation given at CERLIS 2011, Genre variation in English academic communication: Emerging trends and disciplinary insights, 23-25 June, 2011, Bergamo, Italy.
This study examined the effect of using audio files on improving listening comprehension of high school students in Iran. 34 students were randomly assigned to either an experimental group that listened to audio files or a control group that did not. Both groups received the same instruction otherwise. Results from a post-test showed that the experimental group that listened to audio files performed better on the listening comprehension test compared to the control group, indicating that using audio files had a positive impact on improving listening skills.
This document summarizes a study that investigated the effect of using audio files on improving listening comprehension for high school students in Iran. The study used a quasi-experimental design with two groups of 17 students each - an experimental group that was taught using audio files and a control group that was taught in the same way without audio files. Results from a post-test of listening comprehension showed that using audio files had a positive and meaningful effect on improving listening comprehension for the students.
The document summarizes a presentation about using learning objects (LOs) effectively in language classrooms. It defines LOs as small, self-contained, and reusable digital learning materials. It outlines the strengths of LOs, such as easy access and flexibility for teachers. It also discusses weaknesses commonly found in LOs, such as being time-consuming to create and overly focusing on discrete skills. The presenters developed their own bank of LOs to address these weaknesses. They incorporated the LOs into their classes in various ways and received positive feedback from students, especially that the LOs included different activity types and real-life English examples.
Presentation call, tell, ict as resources for material designEdgar Lucero
This paper intends to provide language teachers with reflective points of reference to think of how, what, and where to start when technology comes into play in the process of language teaching. The discussion begins with the most common beliefs that authors in the field have stated when approaching technology for language teaching purposes. Subsequently, the discussion establishes the main objectives for the application of technology for language learning. Finally, it will present the most pertinent justifications and points of reference for the use of technology in language teaching and learning in accordance with learner, teacher, content, and context level
Here are a few key points to ponder regarding children's vocabulary learning:
- All aspects of vocabulary are important for children to learn, including meaning, spelling, pronunciation, parts of speech, and how words are used in context. Mastering vocabulary helps with reading comprehension, writing skills, and communication abilities.
- When using internet-based sites, teachers and parents should evaluate the content for appropriateness and educational value. They should also discuss responsible internet use and monitor children's activities. Some key considerations include privacy, safety, and avoiding distractions.
- Research shows that children learn vocabulary best through active, multi-sensory engagement like games, stories, conversations, and hands-on activities. Using new words in meaningful contexts
Singapore is an island country located off the southern tip of the Malay Peninsula, separated from Malaysia by the Straits of Johor. It is a highly urbanized and densely populated country, with over 5 million people residing within its 63 islands. The government is a parliamentary republic and the economy is ranked as the world's most competitive with a strong focus on innovation and business. Popular tourist attractions include Gardens by the Bay and the Merlion Park, featuring the iconic half-lion, half-fish symbol of Singapore.
Redesigning Pedagogy 2011 conference presentationTakeshi Sato
This document outlines a presentation given by Takeshi Sato on implementing critical reading pedagogy in English classes in Japan. It discusses choosing texts that represent diverse perspectives, setting up tasks to analyze texts critically by questioning their purpose and perspective, and having students "write back" and express their own views in response to the texts. An example is given of a critical reading lesson Sato conducted on the topic of eating dog meat using articles from different countries. Students expressed resistance to the views in the texts by writing responses explaining their own cultural perspectives. The presentation argues this approach can work for critical reading in Japanese English classes by adapting strategies to the local context.
1) The study examined whether using a mobile application to study phrases for academic essays improved recall and learner autonomy compared to using a paper list.
2) 94 Japanese university students were randomly assigned to study phrases via the mobile app or paper list for 3 weeks.
3) Students who used the mobile app recalled significantly more phrases on a test and included more phrases in an essay, but did not recall phrases faster.
4) There was no significant difference between the groups in measures of learner autonomy or frequency/place of studying before or after the intervention period.
This document outlines a 4-day training course on Red Hat System Administration II. Day one covers automated installation, command line tools, and regular expressions. Day two focuses on networking, partitions, LVM, and network file systems. Day three reviews LDAP users and groups, SELinux, and software management. The final day discusses services, logging, processes, kernel management, and system recovery.
This document outlines a 5-day training course on Red Hat System Administration. The course covers topics such as the GNOME desktop, managing files and software, logical volumes, networking, users/groups, security, services, storage, installation, virtualization and boot processes. Each day is divided into units covering specific tasks and skills related to administering and maintaining Red Hat Enterprise Linux 6 systems.
This document outlines a 4-day training course on Red Hat System Administration III. The course covers topics such as package management with RPM, network monitoring, security, storage, web services, file sharing, and boot troubleshooting. Each day consists of multiple units that delve deeper into these areas and provide hands-on instruction on configuring and managing an enterprise Linux environment.
Here are the key certifications from Red Hat:
- RHCSA (Red Hat Certified System Administrator) - Certifies core Linux system administration skills
- RHCE (Red Hat Certified Engineer) - Certifies advanced Linux system administration skills for senior system administrators
- RHCVA (Red Hat Certified Virtualization Administrator) - Certifies skills to deploy and manage virtual hosts using Red Hat Enterprise Virtualization
Red Hat certifications validate hands-on skills through performance-based exams, ensuring certified professionals can effectively manage Red Hat solutions.
The document discusses a study that developed a computerized material to help English learners acquire and use English phrasal verbs. The study found:
1) The software enhanced learners' acquisition of target phrasal verbs, especially their ability to understand figurative meanings.
2) Learners performed better on phrasal verbs containing "break" compared to those containing "bring" or "come" after using the software.
3) The software improved learners' comprehension of phrasal verbs on immediate post-tests and on delayed tests taken one week later, indicating its effects lasted over time.
This study examined the effectiveness of visual glosses known as image schemata in helping learners understand the meanings of spatial prepositions. Two studies were conducted. Study 1 found that image schemata provided as visual glosses were more effective than verbal explanations alone. Study 2 compared 2D static, 2D animated, and 3D animated image schemata glosses and found no significant differences between gloss types, but differences in effectiveness between specific prepositions. The findings suggest visual glosses of image schemata can help with some spatial prepositions but require further examination considering other language items and potential L1 transfer effects.
Examining the Impact of Individual Differences of Informatijon Processing St...Takeshi Sato
Many studies have been conducted to verify the effectiveness of technology-enhanced visual aids in second language learning, and conclude the positive effects of the aids both in incidental and intentional vocabulary learning. On the other hand, previous research by Sato & Suzuki (2010, 2011, 2012) to compare the effectiveness of still pictures with animations depicting the schematic images of English prepositions found no significant difference between the pictorial and animated images. This indicates that successful second vocabulary learning with technological aids results not only from the technology itself, but the individual factors of the learners who use the technology. This study, therefore, explores the individual factors that affect the learning of prepositions through the use of animations, focusing on information processing styles and the first language of the learners. The results of our research conducted both in Taiwan and Japan show that the Taiwanese received a positive effect in the post-test administered immediately after using the visual aids whereas the Japanese received a positive effect in the delayed-test two weeks later. Besides, the imagers, who prefer using images in processing information, tend to get better results than the verbalizers, who prefer using languages in their information processing, whether they are Taiwanese or Japanese. From these findings, we conclude the importance of individual factors in examining second vocabulary learning with technology.
This document discusses two studies on the impact of cognitive styles on learning phrasal verbs with mobile-assisted language learning. The first study found that imagers performed better with visual aids in terms of faster response times, while verbalizers benefited more from verbal aids in accuracy rates. The second study similarly found verbalizers performed better with verbal aids than visual aids. Overall, the findings suggest learners' cognitive styles affect how well they learn phrasal verbs, with aids matching their style being most effective. However, larger and longer-term research is still needed.
The effectiveness of multimedia lexical knowledge representation as a learning tool
This study examined the effectiveness of using schematic visual representations of phrasal verbs (PVs) in an online dictionary compared to a traditional textual dictionary. 121 Japanese university students were randomly assigned to study 12 English PVs using either a multimedia application with visual schemas or a printed handout. Both groups showed improved comprehension from pre- to post-test, but the application group performed significantly better on figurative senses of PVs. While both representations helped with concrete senses, the visual schemas more effectively supported understanding metaphorical uses. The findings suggest multimedia dictionaries can enhance L2 vocabulary learning compared to traditional formats, especially for complex multi-word units like phrasal verbs
Ch.11 Listening for Multimedia Environmenttongsung2
The document discusses research on the use of multimedia and technology in second language listening pedagogy. It summarizes studies that have investigated how visual aids like captions, subtitles, and images impact listening comprehension. The research shows that visual support can help comprehension when it is congruent with the audio, but too many distracting visuals may be detrimental. Learner choice over playback controls is beneficial, but weaker learners may over-rely on aids instead of the audio. Overall, technology alone does not determine effectiveness; teachers must guide learners on developing metacognitive strategies for autonomous listening practice.
CERLIS 2011 Emerging genres in the academy? Designing an EAP pedagogy for the...cahafner
Presentation given at CERLIS 2011, Genre variation in English academic communication: Emerging trends and disciplinary insights, 23-25 June, 2011, Bergamo, Italy.
This study examined the effect of using audio files on improving listening comprehension of high school students in Iran. 34 students were randomly assigned to either an experimental group that listened to audio files or a control group that did not. Both groups received the same instruction otherwise. Results from a post-test showed that the experimental group that listened to audio files performed better on the listening comprehension test compared to the control group, indicating that using audio files had a positive impact on improving listening skills.
This document summarizes a study that investigated the effect of using audio files on improving listening comprehension for high school students in Iran. The study used a quasi-experimental design with two groups of 17 students each - an experimental group that was taught using audio files and a control group that was taught in the same way without audio files. Results from a post-test of listening comprehension showed that using audio files had a positive and meaningful effect on improving listening comprehension for the students.
The document summarizes a presentation about using learning objects (LOs) effectively in language classrooms. It defines LOs as small, self-contained, and reusable digital learning materials. It outlines the strengths of LOs, such as easy access and flexibility for teachers. It also discusses weaknesses commonly found in LOs, such as being time-consuming to create and overly focusing on discrete skills. The presenters developed their own bank of LOs to address these weaknesses. They incorporated the LOs into their classes in various ways and received positive feedback from students, especially that the LOs included different activity types and real-life English examples.
Presentation call, tell, ict as resources for material designEdgar Lucero
This paper intends to provide language teachers with reflective points of reference to think of how, what, and where to start when technology comes into play in the process of language teaching. The discussion begins with the most common beliefs that authors in the field have stated when approaching technology for language teaching purposes. Subsequently, the discussion establishes the main objectives for the application of technology for language learning. Finally, it will present the most pertinent justifications and points of reference for the use of technology in language teaching and learning in accordance with learner, teacher, content, and context level
Here are a few key points to ponder regarding children's vocabulary learning:
- All aspects of vocabulary are important for children to learn, including meaning, spelling, pronunciation, parts of speech, and how words are used in context. Mastering vocabulary helps with reading comprehension, writing skills, and communication abilities.
- When using internet-based sites, teachers and parents should evaluate the content for appropriateness and educational value. They should also discuss responsible internet use and monitor children's activities. Some key considerations include privacy, safety, and avoiding distractions.
- Research shows that children learn vocabulary best through active, multi-sensory engagement like games, stories, conversations, and hands-on activities. Using new words in meaningful contexts
1) The document discusses the use of computer-mediated communication (CMC) tools like email, message boards, blogs, wikis, audio/video chat for language learning.
2) It explains how CMC aligns with socio-cognitive and social theories of language learning, allowing learners to interact with others to collaboratively build knowledge.
3) Research suggests CMC reduces anxiety, improves proficiency and increases motivation by providing authentic interaction beyond the classroom.
Analyzing MUVE Tasks in Action - XVIIth International CALL Research Conferenc...Cristina Palomeque
This document summarizes a study analyzing teacher-student interactions during tasks conducted in a virtual world environment. It discusses the use of multiple communication modes in the virtual world, including verbal, textual, visual and spatial modes. It describes the tasks conducted, including warm-up discussions and guided tours. The study examined the transactional strategies used by the teacher, the role of technical assistance, and how different communication modes were utilized. Key findings included that most teacher-student interactions occurred during classroom management and feedback, technical issues required significant attention, and the teacher effectively combined verbal, visual and spatial modes to facilitate communication.
This study is an assessment of teachersand pupils’perceptions use of digital pictures in teaching
reading fluency skills to primary three pupils in Sokoto metropolis, Sokoto state (Nigeria). The study employed
Mixed-design research method was employed where questionnaires and tests were administered only to both
teachers and pupils of experimental group. Two research questions were asked and answered using descriptive
statistics in form of frequency and mean. Questionnaires were used for data collection – one each for the
teacher and the pupils. The study found that both the teachers and the pupils were of the view that digital
pictures are recommendable tools for reading fluency instruction in the study area. Basedon these findings, the
study concluded that digital pictures are effective tools in teaching reading fluency skills to primary three pupils
in the study area. The study, therefore, recommends that, primary school teachers should be encouraged to use
digital pictures in their reading instructions.
Deep learning for natural language embeddingsRoelof Pieters
This document discusses approaches to understanding natural language through deep learning techniques. It begins by outlining some of the challenges of language understanding, such as ambiguity and productivity. It then discusses using neural networks for natural language processing tasks like language modeling, sentiment analysis and machine translation. Recurrent and recursive neural networks are presented as approaches to model the compositionality of language. Different methods for obtaining word embeddings like Word2Vec, GloVe and earlier distributional semantic models are also summarized.
Challenges for Arabic L1 English ReadersJennifer Ball
This document discusses challenges that Arabic L1 readers face when reading English. It presents background on relevant theories like cognitive load theory and visual processing. The author conducted research using a classroom checklist of behaviors that may indicate visual processing strain. Results showed a strong negative correlation between observed behaviors and student grades, suggesting visual processing strain relates to English language learning difficulties. To reduce cognitive load, the document recommends classroom strategies like minimizing extraneous input, avoiding split attention, and directing attention with highlighting.
Multimedia project revolving around the analysis of Interactive Whiteboards as Emerging Technology. Analysis tools are McLuhan's Media Tetrad and Thornburg's Six Forces that Drive Emerging Technologies.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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1. The 15th International CALL Research Conference
on 26th of May, 2012 at Province University, Taichung, Taiwan
What Kind of Images Facilitate
Successful Vocabulary Learning?
The Effectiveness of Multimedia-Oriented Schematic Images of
Spatial Prepositions in Comprehending a Discourse
Takeshi SATO 2Akio SUZUKI
3
Mitsuyasu MATSUNUMA
1
Tokyo University of Agriculture and Technology, Japan
2. Toyo University, Japan
3.
Shizuoka University, Japan
1
7. Background
• Many studies on the verification of
multimedia glosses in L2 vocabulary
learning. (Al-Seghayer, 2001; Chun & Plass,
1996; Yeh & Wang, 2003; Yoshii & Flaitz, 2002;
Yoshii 2006 etc.)
• Al-Seghayer (2001)
Video > Still picture
• Yoshii & Flaitz (2002)
Text and picture > Text only and picture only
8. Our concerns
Previous studies
Our study
• L2 vocabulary learning
• Multimedia gloss as an
as an incidental
intentional learning
learning
device
• Less discussion about
• More focus on the
the relationship
between a certain type relationship between
prepositions and
of vocabulary and
images.
glosses
• comprehension of the
• longer retention of
meaning as a
words as a successful
successful learnincg
learning
9. Our study
✓prepositions as polysemous words
(in, on, across, over etc.)
✓schematic image as a visual gloss
✓pictorial image and live-action image
11. Why are prepositions
difficult?
•
They appear very frequently but learners do
not always understand their meanings.
(Lingstromberg 2001a)
•
Learners cannot use them according to
contexts if only by memorization.
(Lingstromberg 2001b)
•
Translation makes L2 learning more difficult.
(Tanaka, 1990)
12. Why “image schema ” as a
visual gloss?
(I)mage schemata are
abstract patterns in
our experience and
understanding...
(Johnson 1987, p.2)
14. Why pictorical or live-motion?
Research on CALL
•
Computer-mediated
annotation has a positive
impact on L2 vocabulary
laearning.
•
Animation or video
facilitates L2 vocabulary
learning (Al-Seghayer
2001; Mayer and Moreno
2002)
Cognitive Linguistics
•
Schematic images have
flexibility and changeability
(Langacker, 1987).
(foregrounding, rotation
and focusing)
•
live-motion images might
disturb learners’
transformations of the
images.
15. Our research question
Which image of the pictorial and
live-action images can serve a
better facilitator to learn the
meanings of prepositions?
16. Procedure
Japanese university students (n=52)
Two groups at random
Pre vocabulary test (45 qestions with no
feedback)
Learning with the dictionary with the
images
Post vocabulary test
ANOVA with between- and within- subject
variables
20. Results
• No significant difference between the visual
glosses.
• Significant difference between pretest and
post test after the treatments.
• No interaction between two between the
image and the test.
Pictorial glosses facilitate learning of
prepositions even they are still images or
animations.
21. Conclusion
• Images as effective glosses regardless of
their configurations
• Our relevant studies (Sato & Suzuki 2010;
Sato & Suzuki 2011) show the same result.
• In terms of intentional L2 vocabulary
learning, technologically advanced glosses
do not always bring about a better result.
• Optimization of glosses is required.
22. References
Al-Seghayer, K. (2001). The effect of multimedia annotation modes on L2 vocabulary acquisition: a comparative
study. Language Learning and Technology, 5(1), 202-232
Chun,D.L., & Plass, J.L. (1996). Effects of multimedia annotations on vocabulary acquisition. Modern Language
Journal, 80(2), 183-198.
Mayer, R. & Moreno, R. (2002). Aids to computer-based multimedia learning. Learning and Instruction, 12, 107119.
Lakoff, G.(1987) Woman, fire and dangerous thing. Chicago: Chicago University Press.
Langacker, R, W.(1987) Foundations of Cognitive Grammar, Volume I, Theoretical Prerequisites. Stanford,
California: Stanford University Press.
Lindstromberg, S.(2001a) "Preposition Entries in UK Monolingual Learner’s Dictionaries: Problems and Possible
Solutions." Applied Linguistics 22(1),pp79-103.
Lindstromberg, S. (2001b). Are English prepositions really incredibly idiomatic? Humanising Language Teaching
Magazine, 3(3). Available on the Web: http://www.hltmag.co.uk/may01/lind.htm
Sato, T., & Suzuki, A. (2010). Do multimedia-oriented visual glosses really facilitate EFL vocabulary learning? : A
comparison of planar images with three- dimensional images. Asian EFL Journal, 12(4):160-172.
Sato, T., & Suzuki A. (2011). Verifying Multimedia Gloss: Image Schema and Polysemous Vocabulary in English.
Proceedings of the annual conference of the European Association for Computer-Assisted Language Learning,
285-293.
Tanaka, S. (1990) Cognitive Semantics. Sanyusha: Tokyo.
Yoshii,M., & Fraitz, J.(2002). Second Language Incidental Vocabulary Retention: The Effect of Text and Picture
Annotation Types. CALICO Journal, 20(1), 33-58.
Yeh, Y., & Wang, C. (2003). Effects of Multimedia Vocabulary Annotations and learning styles on vocabulary
learning. CALICO Journal, 21(1). 131-144.
Editor's Notes
Good afternoon, ladies and gentlemen. My name is Takeshi Sato, from the Tokyo University of Agriculture and Technology, Japan.
The title of our presentation here is
“What kind of images facilitate successful vocabulary learning?”
Our presentation will be divided into 4 parts: background, research procedure, findings and conclusion and discussion.
First of al, I would like to ask you what you feel about learning materials with multimedia? Do you think there are always useful?
Now, many kinds of multimedia English learning materials are found.
They have functions sound, picture, image, animation and more on one screen.
We tend to think the more technologically advanced functions the materials have, the better results learners can get.
But, my research question starts by wondering this assumption, that is,
does multimedia-oriented materials always bring L2 learners a good result.
This is the start point of this study.
・To begin with, I would like to give you a little background / on our research.
・There exist many studies / on the verification of glosses / in L2 vocabulary
・For example, Al-Seghayer finds video gloss to be more effective / than motionless picture.
・Yoshii and Flaitz illustrate / text and picture glosses are more effective / than text only or picture only glosses.
However, we have concerns about the fact that previous studies focus less on the following points.
The first is, they may examine L2 vocabulary learning as an incidental learning such as through reading activities. But it might be true that learning materials are used to learn target language items intentionally.
As a result, less discussion has not been made about the relationship between a certain type of vocabulary and glosses.
Also they may regard longer retention of words as successful vocabulary learning.
In our study, on the other hand, vocabulary should be leaned through intentional learning because we have some types of words which is easier to learn and also harder to learn. Also we focus on the relationship between prepositions and images, which I will discuss later on. And we define comprehension of the meaning as a successful learning.
In summary, this study deal with prepositions, schematic image as a visual gloss, and pictorial image and live-action image.
・Why should we focus on spatial prepositions /in second language vocabulary learning?・This is owing to the fact /that learning prepositions is regarded as important and difficult.
This is because prepositions appear very frequently in any discourse, but learners do not always understand their meanings. They tend to learn prepositions as idioms /but cannot use them according to context /if only by memorization. In addition, translation of a sense of the word may confuse us because the connection among the senses becomes unclear. ・So, in learning prepositions, more focus on meanings is needed /than on the retention of the vocabulary.
・Now, I will move on /to the definition of image schema.
・Mark Johnson defines “ image schemata are abstract patterns in our experience and understanding that are not propositional.”
Image schema can reflect prototypical sense of the word, but the image can be extended into other examples. as a result, the image can cover all the senses.
If learners understand image schema as a medium of each sense of the word, they could differentiate senses of other prepositions.
FInally, why will we compare pictorial image and live-motion image?
This is because both images are supported by different perspectives.
CALL researches may support the effectiveness of animation because many researches have shown computer-mediated annotation has a positive impact as we see Al-seghayer’s research. He insists animation or video....
On the other hand, in the field of cognitive linguistics, from which the image schema was derived, schematic images have flexibility and changability, so simple image is better, otherwise live-motion images might disturb...
So, Our research question in this study is...
Here is the research procedure.
52 university students joined our research.
There are divided into two groups.
First of all, both participants are asked to answer multiple questions about the sense of prepositions. They consist of 45 questions and no feedback was given after the test.
Then they studies the sense of prepositions using the 2 kinds of dictionary we gave them respectively for some time.
And they are asked to answer the post vocabulary test which consist of the same questions as the pre test, but they are randomized.
The data we’ve got are analyzed through ANOVA with between and within subject variables.
Here is the dictionary for preposition with pictorial image
The dictionary consists of Index, Examples and their translations, and visual gloss representing schematic image of each word.
In this dictionary, the images are the same as paper-based one.
In this dictionary, we attached the live-action picture to the verbal information which is the same as the other dictionary.
I will show you an example of the animation.
This is the results we’ve got from the analysis.
In both groups, participants could get higher scores in posttest than those in pretest.
As a result of ANOVA, in terms of image, F value is 0.018, but in terms of tests, F value is 112,5. There is a big difference.
As the result of our analysis, we found that there is no statistical significance between planner and 3D dictionaries.
And significant difference between pretest and post test after the treatments.
But no interaction between the two factors is found.
These results may indicate pictorial glosses can facilitate learning senses of prepositions even if they are still pictures or animations.
In conclusion, this study shows visual gloss can be a good facilitator of L2 vocabulary learning regardless of their configurations.
We have to admit more analysis must be conducted like a delayed test, but our previous studies also show the same result.
So, in terms of L2 vocabulary learning in this setting, technologically advanced visual glosses do not always bring about a better result.
Of course, this result does not mean using technology or multimedia functions has no meaning, all we want to say is optimization of the glosses according to the target should be required. We have to think about the condition to make learning successful.
Anyway, further research should be needed.