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.
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.
Sharing of Tracker at national ict sharing 2011TL Lee
The document discusses using video analysis software called Tracker for teaching physics concepts. It proposes providing teacher professional development on the software, training students on how to use it, and having students work collaboratively to solve authentic physics problems assessed with clear guidelines. Video analysis allows easy, versatile, and cheap analysis of mechanics topics by filming experiments.
This document discusses using Tracker video analysis software to teach physics concepts. It describes how the software allows students to shoot, track and analyze video to solve authentic problems collaboratively. Teachers learn the tool in 1 hour, then students are trained for 1.5 hours to learn and use it. The software is versatile, cheap, and can analyze any filmed mechanics topics. It provides an engaging hands-on experience for learning physics concepts and an alternative form of assessment.
The document discusses designing a programming education method for beginners using musical metaphor and auditory feedback. It proposes connecting elements of music structure to programming code. The methodology involves developing a programming environment with musical syntax and auditory feedback. An evaluation examines beginners' cognition, comprehension of basic concepts, and enjoyment through a sample introductory course using the proposed method. The goal is to help lower barriers to programming and improve attitudes through an engaging musical experience.
Using video analysis software in physics education provides several benefits:
1) It is an inexpensive, versatile tool that allows students to analyze any process or mechanism that can be filmed.
2) Implementing video analysis engages both students and teachers by providing an authentic hands-on learning experience compared to traditional methods.
3) The software is easy to deploy and use, can be integrated into existing lesson plans, and encourages collaborative problem solving among students.
Observing various learning goals from peers allows learners to specify new objectives and sub-goals to improve their personal experience. Setting goals for learning enhances motivation and performance. However an unrelated goal might lead to poor outcome. Hence learners have divergent objectives for a same learning experience. Latent Dirichlet Allocation (LDA) is a model considering documents as a mixture of topics. This study then proposed a recommendation model based on LDA, able to determine distinct categories of goals within a single dataset. Results focused on a dataset of 10 learning subjects and over 16,000 goal-based Twitter messages. It showed (1) different goal categories and (2) the correlation between the LDA parameter for the number of topics and the type of subject. Evaluations of goal attributes also showed an increase of goal specificity, commitment and self-confidence after observing different types of goals from peers.
This document discusses several topics related to unidentified flying objects (UFOs):
- Ufology is the study of UFO reports and evidence. Ufologists investigate UFO sightings.
- The Roswell incident of 1947 is a famous alleged UFO crash in New Mexico that has led to conspiracy theories.
- Many UFO sightings have been reported over the years, but their origins remain unexplained. Some involve claims of encounters with alien beings.
This document summarizes two perspectives on using screen experiments to support laboratory learning. Part 1 discusses case studies from Durham University using student-developed interactive screen experiments (ISEs) to help first-year students transition to university, widen access for foundation students, and support conceptual understanding in quantum mechanics. Part 2 discusses the Open University's OpenScience Laboratory and Great Central Consulting's work developing ISEs and virtual experiments to support distance learning and sustainability. Both perspectives see benefits for students and future opportunities, but note challenges around resources, tools, student needs and apparatus changes over time.
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.
Sharing of Tracker at national ict sharing 2011TL Lee
The document discusses using video analysis software called Tracker for teaching physics concepts. It proposes providing teacher professional development on the software, training students on how to use it, and having students work collaboratively to solve authentic physics problems assessed with clear guidelines. Video analysis allows easy, versatile, and cheap analysis of mechanics topics by filming experiments.
This document discusses using Tracker video analysis software to teach physics concepts. It describes how the software allows students to shoot, track and analyze video to solve authentic problems collaboratively. Teachers learn the tool in 1 hour, then students are trained for 1.5 hours to learn and use it. The software is versatile, cheap, and can analyze any filmed mechanics topics. It provides an engaging hands-on experience for learning physics concepts and an alternative form of assessment.
The document discusses designing a programming education method for beginners using musical metaphor and auditory feedback. It proposes connecting elements of music structure to programming code. The methodology involves developing a programming environment with musical syntax and auditory feedback. An evaluation examines beginners' cognition, comprehension of basic concepts, and enjoyment through a sample introductory course using the proposed method. The goal is to help lower barriers to programming and improve attitudes through an engaging musical experience.
Using video analysis software in physics education provides several benefits:
1) It is an inexpensive, versatile tool that allows students to analyze any process or mechanism that can be filmed.
2) Implementing video analysis engages both students and teachers by providing an authentic hands-on learning experience compared to traditional methods.
3) The software is easy to deploy and use, can be integrated into existing lesson plans, and encourages collaborative problem solving among students.
Observing various learning goals from peers allows learners to specify new objectives and sub-goals to improve their personal experience. Setting goals for learning enhances motivation and performance. However an unrelated goal might lead to poor outcome. Hence learners have divergent objectives for a same learning experience. Latent Dirichlet Allocation (LDA) is a model considering documents as a mixture of topics. This study then proposed a recommendation model based on LDA, able to determine distinct categories of goals within a single dataset. Results focused on a dataset of 10 learning subjects and over 16,000 goal-based Twitter messages. It showed (1) different goal categories and (2) the correlation between the LDA parameter for the number of topics and the type of subject. Evaluations of goal attributes also showed an increase of goal specificity, commitment and self-confidence after observing different types of goals from peers.
This document discusses several topics related to unidentified flying objects (UFOs):
- Ufology is the study of UFO reports and evidence. Ufologists investigate UFO sightings.
- The Roswell incident of 1947 is a famous alleged UFO crash in New Mexico that has led to conspiracy theories.
- Many UFO sightings have been reported over the years, but their origins remain unexplained. Some involve claims of encounters with alien beings.
This document summarizes two perspectives on using screen experiments to support laboratory learning. Part 1 discusses case studies from Durham University using student-developed interactive screen experiments (ISEs) to help first-year students transition to university, widen access for foundation students, and support conceptual understanding in quantum mechanics. Part 2 discusses the Open University's OpenScience Laboratory and Great Central Consulting's work developing ISEs and virtual experiments to support distance learning and sustainability. Both perspectives see benefits for students and future opportunities, but note challenges around resources, tools, student needs and apparatus changes over time.
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.
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.
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.
Preservice Teachers' Dispositions Toward Technology IntegrationJoan E. Hughes, Ph.D.
This document summarizes research on preservice teacher graduates' knowledge, attitudes, and behaviors regarding technology integration. It finds that graduates have moderate to high self-efficacy around digital technologies and positive attitudes toward learning technologies. While over half report weekly technology use, most use is personal rather than educational. Graduates demonstrate well-developed technological pedagogical knowledge but lack depth in justifying the educational value of technologies. Having positive dispositions and self-efficacy does not guarantee deep technology integration applying TPACK frameworks.
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 document summarizes a study that examined the effects of viewing English cartoon videos with and without English subtitles on fifth graders' listening ability in Taiwan. The study had two research questions: 1) Which group of students improved greater after learning English through viewing cartoons? 2) What are children's attitudes toward learning English through viewing cartoons? It describes the methodology, which involved 30 students who viewed a cartoon either with or without subtitles and were given pre- and post-tests and interviews to measure listening ability and attitudes.
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.
The lesson teaches students how to import images and sounds into Scratch projects to create different effects, with the learning objectives being to look at controls to change sprite appearances and add sound, import different images and sounds, and complete a tutorial project adding images and sounds while changing the background. The lesson involves students matching pictures to words, reviewing a teacher project, working through a PowerPoint tutorial, and providing feedback on an improperly designed project.
Learning Lunch Box Sept 2013 - Kris Ryan presentationrachelsaffer
This document discusses employing predictive feedback for students through short video snippets. Predictive feedback can address repetitive feedback from academics and help students better understand feedback. It describes creating short videos using a whiteboard to simulate one-on-one consultations, categorizing typical problems students face, and linking videos in the online course platform. Analytics showed high student viewing of multimedia content and predictive feedback videos, indicating this approach can save academics time while enriching student-academic conversations.
Multimedia Teaching with Video Clips: TV, Movies, YouTube, and mtvU in the ...Yessica Aguilar
The document discusses using video clips in college classroom teaching. It reviews past research on using videos over the last four decades and finds that videos can improve learning when integrated into multimedia presentations. The author provides guidelines for selecting appropriate video clips and 12 techniques for using clips effectively in teaching, such as to grab students' attention or increase memory and understanding. Research findings suggest videos activate multiple areas of the brain and intelligences in a way that promotes deeper learning compared to verbal-only stimulation.
The document discusses using video clips in college classroom teaching. It reviews past research on using videos over the last four decades and finds that videos can improve learning when integrated into multimedia presentations. The author provides guidelines for selecting appropriate video clips and 12 techniques for using clips effectively in teaching, such as to grab students' attention or increase memory and understanding. Research findings suggest videos activate multiple areas of the brain and intelligences in a way that promotes deeper learning compared to only verbal or textual stimuli.
1. The document introduces Turning Point, a personal response system (PRS) that can be used in lectures to engage students through interactive polling and real-time assessment.
2. Turning Point works by displaying multiple choice or short answer questions during a presentation, allowing students to respond using individual keypads, and immediately showing the responses.
3. The system provides benefits like active learning, feedback, participation tracking, and analytics to evaluate student understanding and learning gains. It can be used for various in-class activities like checking comprehension, debates, and assessments.
The role of narrative storytelling is central to almost any creative learning activity
involving children. Whether through words or images, or a combination of both,
children create and communicate their unique stories through the use of narrative.
Innovations in technology over the last few decades and, especially, within the last few
years are becoming a regular part of the educational experiences for children.
Children, by virtue of their age, are the earliest early-adopters of new technology.
However, there is a lack of education and training on how to use digital video
technology in order to expand the creative possibilities of children and their
imagination.
Our research attempts to address that deficiency by providing children
with the tools and environment to apply the knowledge they possess through the
utilization of digital video technology. In our research, we focus on the use of digital
video technology in children’s play activities. Digital video technology can be used to
enhance both the learning activities as well the creative output. The effects of mixing
traditional tools of learning with new instruments – particularly through the use of
video technology - in a group setting illustrates the importance of the creative process,
as well as creative output, in children.
Ways in which interactive flat panels help teachers and studentsC3 iT Xperts Pvt Ltd
With interactive flat panels, each student can learn at his or her own speed, because the lesson taught by the teacher can be saved and replayed on the panel whenever necessary. To know, how these interactive panels help teachers and students, follow this useful presentation.
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
This document summarizes two practices that implemented mobile-assisted language learning (MALL) in Japan.
Practice 1 at Aoyama Gakuin University implemented a flipped classroom approach using mobile devices. Students improved their TOEIC and CASEC scores after participating. Questionnaires found students felt autonomous learning and social media improved their activities.
Practice 2 at Tokyo University of Agriculture and Technology had students write essays and provide peer feedback using an online discussion board on their mobile devices. Students' final drafts showed reduced errors and increased length. Most students felt mobile interactions were easier and more enjoyable than face-to-face.
Both practices found MALL integrated effectively with classroom activities and helped improve students' English
More Related Content
Similar to Examining the Impact of Individual Differences of Informatijon Processing Styles in Technology-Enhanced Second 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.
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.
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.
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This document summarizes research on preservice teacher graduates' knowledge, attitudes, and behaviors regarding technology integration. It finds that graduates have moderate to high self-efficacy around digital technologies and positive attitudes toward learning technologies. While over half report weekly technology use, most use is personal rather than educational. Graduates demonstrate well-developed technological pedagogical knowledge but lack depth in justifying the educational value of technologies. Having positive dispositions and self-efficacy does not guarantee deep technology integration applying TPACK frameworks.
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 document summarizes a study that examined the effects of viewing English cartoon videos with and without English subtitles on fifth graders' listening ability in Taiwan. The study had two research questions: 1) Which group of students improved greater after learning English through viewing cartoons? 2) What are children's attitudes toward learning English through viewing cartoons? It describes the methodology, which involved 30 students who viewed a cartoon either with or without subtitles and were given pre- and post-tests and interviews to measure listening ability and attitudes.
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.
The lesson teaches students how to import images and sounds into Scratch projects to create different effects, with the learning objectives being to look at controls to change sprite appearances and add sound, import different images and sounds, and complete a tutorial project adding images and sounds while changing the background. The lesson involves students matching pictures to words, reviewing a teacher project, working through a PowerPoint tutorial, and providing feedback on an improperly designed project.
Learning Lunch Box Sept 2013 - Kris Ryan presentationrachelsaffer
This document discusses employing predictive feedback for students through short video snippets. Predictive feedback can address repetitive feedback from academics and help students better understand feedback. It describes creating short videos using a whiteboard to simulate one-on-one consultations, categorizing typical problems students face, and linking videos in the online course platform. Analytics showed high student viewing of multimedia content and predictive feedback videos, indicating this approach can save academics time while enriching student-academic conversations.
Multimedia Teaching with Video Clips: TV, Movies, YouTube, and mtvU in the ...Yessica Aguilar
The document discusses using video clips in college classroom teaching. It reviews past research on using videos over the last four decades and finds that videos can improve learning when integrated into multimedia presentations. The author provides guidelines for selecting appropriate video clips and 12 techniques for using clips effectively in teaching, such as to grab students' attention or increase memory and understanding. Research findings suggest videos activate multiple areas of the brain and intelligences in a way that promotes deeper learning compared to verbal-only stimulation.
The document discusses using video clips in college classroom teaching. It reviews past research on using videos over the last four decades and finds that videos can improve learning when integrated into multimedia presentations. The author provides guidelines for selecting appropriate video clips and 12 techniques for using clips effectively in teaching, such as to grab students' attention or increase memory and understanding. Research findings suggest videos activate multiple areas of the brain and intelligences in a way that promotes deeper learning compared to only verbal or textual stimuli.
1. The document introduces Turning Point, a personal response system (PRS) that can be used in lectures to engage students through interactive polling and real-time assessment.
2. Turning Point works by displaying multiple choice or short answer questions during a presentation, allowing students to respond using individual keypads, and immediately showing the responses.
3. The system provides benefits like active learning, feedback, participation tracking, and analytics to evaluate student understanding and learning gains. It can be used for various in-class activities like checking comprehension, debates, and assessments.
The role of narrative storytelling is central to almost any creative learning activity
involving children. Whether through words or images, or a combination of both,
children create and communicate their unique stories through the use of narrative.
Innovations in technology over the last few decades and, especially, within the last few
years are becoming a regular part of the educational experiences for children.
Children, by virtue of their age, are the earliest early-adopters of new technology.
However, there is a lack of education and training on how to use digital video
technology in order to expand the creative possibilities of children and their
imagination.
Our research attempts to address that deficiency by providing children
with the tools and environment to apply the knowledge they possess through the
utilization of digital video technology. In our research, we focus on the use of digital
video technology in children’s play activities. Digital video technology can be used to
enhance both the learning activities as well the creative output. The effects of mixing
traditional tools of learning with new instruments – particularly through the use of
video technology - in a group setting illustrates the importance of the creative process,
as well as creative output, in children.
Ways in which interactive flat panels help teachers and studentsC3 iT Xperts Pvt Ltd
With interactive flat panels, each student can learn at his or her own speed, because the lesson taught by the teacher can be saved and replayed on the panel whenever necessary. To know, how these interactive panels help teachers and students, follow this useful presentation.
Similar to Examining the Impact of Individual Differences of Informatijon Processing Styles in Technology-Enhanced Second Vocabulary Learning (20)
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
This document summarizes two practices that implemented mobile-assisted language learning (MALL) in Japan.
Practice 1 at Aoyama Gakuin University implemented a flipped classroom approach using mobile devices. Students improved their TOEIC and CASEC scores after participating. Questionnaires found students felt autonomous learning and social media improved their activities.
Practice 2 at Tokyo University of Agriculture and Technology had students write essays and provide peer feedback using an online discussion board on their mobile devices. Students' final drafts showed reduced errors and increased length. Most students felt mobile interactions were easier and more enjoyable than face-to-face.
Both practices found MALL integrated effectively with classroom activities and helped improve students' English
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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.
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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.
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हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
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The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
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Examining the Impact of Individual Differences of Informatijon Processing Styles in Technology-Enhanced Second Vocabulary Learning
1. Examining the Impact of Individual
Differences of Information Processing
Styles in Technology-Enhanced Second
Vocabulary Learning
Takeshi Sato Tokyo Univ. of Agri. & Tec., Japan
Yuda Lai Providence University, Taiwan
Tyler Burden Meisei University, Japan
Presentation for CLaSIC 2014 International Conference
on 5th of December 2014 at National University of Singapore
2. Compared with the static picture, does
this animation help ANY learners
understand a prototypical sense of
over?
3. Can visual aids help L2
vocabulary learning?
Yes
(e.g. Chun & Plass 1996; Al-Seghayer 2001;
Yoshii & Flaiz 2002; Sato & Suzuki 2010, 2012)
4. Learning tools with multimedia aids
From COCONE on YouTube
Sound
PhotoImage
Animation
8. 1. Background
• Chanier & Selva (1998)
Animation > Picture
• Al-Seghayer (2001) Mayer and Moreno
(2002)
Video > picture
• Yoshii & Flaitz (2002)
Text and picture > Text only and picture only
12. 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 only by memorization.
(Lingstromberg 2001b)
13. “image schema” as a visual aid
(I)mage schemata are
abstract patterns in
our experience and
understanding...
(Johnson 1987, p.2)
14. prototype Extended
Examples
Extension
The clouds are
above the mountain.
The amount is above $ 100.
A flat high above the river.
? A flat high on the river.
? A flat high over the river.
Schematic pictorial
information of
basic prepositional
senses should be
used. (Brala, 2002)
15. Schematic image can
mediate several senses
The balloon is flying
over the mountain
Let’s talk over a beer!I got over my cold
16. How about an animation?
The balloon is flying
over the mountain
Let’s talk over a beer!I got over my cold
18. We have reached…
• Technologically-enhanced visual
aids are not always superior to
traditional pictorial aids.
• Individual factors might
influence the results
19. Individual factors
Styles of Processing (Childers
et al. 1985)
Imager or Verbalizer
Learners’ L1
Japanese or Chinese
20. Process of learning
preposition with visual aids
I am ( )
average in
Math.
• Above, On, or Over?
• Which image is the most
suitable in the context?
I am above
average in
Math
• Selecting
appropriate
one
21. Process of learning
preposition with visual aids
I am ( )
average in
Math.
• Above, On, or Over?
• Which image is the most
suitable in the context?
I am above
average in
Math
• Selecting
appropriate
one
22. Process of learning
preposition with visual aids
I am ( )
average in
Math.
• Above, On, or Over?
• Which image is the most
suitable in the context?
I am
above in
Math
• Selecting
appropriate
one
The process
needs the
ability to
develop a
mental image
of the text
23. Imager vs Verbalizer
• Imagers tend to think in mental pictures
rather than words.
• Verbalizers (or low imagers) tend to think
in words rather than mental pictures.
• Verbalizers might not benefit from the
strategy from Cognitive Linguistics
(Boers et al. 2008)
24. L1 translations make learning
English prepositions more difficult
(Tanaka 1990)
-no ue ni
above
on
over
located at higher level
than something
25. How about in the case of Chinese?
zai ...
shangmian
above
on
over
26.
27. 2. Research questions
• Overall, compared to the static visual aids,
do the animated visual aids enhance the
appropriate use of the prepositions?
• If the learners are imagers, do the
animated visual aids enhance their
appropriate use of the prepositions?
If the learners’ L1 is Chinese, do the
animated visual aids enhance their
appropriate use of the prepositions more
than if their L1 is Japanese?
28. 3. Procedure
1.Japanese (n=160) and Taiwanese (n=51)
undergraduate students
2.Divided into 2 groups at random
3.Questionnaire (Information Processing Style)
4.Vocabulary pre-test (above, on and over)
5.Displayed 3 images or animations, with
sentences
6.Post vocabulary test (randomized)
7.Production test
8.Delayed vocabulary test (2 weeks after)
9.Delayed production test
29. Treatment 1: Above
Tanaka et al. (eds.) 2003 coconejp from YouTube
http://www.youtube.com/watch?v=by2BIcd4AIQ
30. Treatment 2: On
Tanaka et al. (eds.) 2003 coconejp from YouTube
http://www.youtube.com/watch?v=Fzk8kibGX2Y&feat
ure=c4-overview&list=UUrtW7B-57zAIz_1rpPiQ8Ew
31. Treatment 3: Over
Tanaka et al. (eds.) 2003 coconejp from YouTube
http://www.youtube.com/watch?v=8ZGf2FF01pQ
32. Production (free-writing) test
• Students write as many sentences with
the prepositions as possible within 15
minutes
• Sentences were marked by two people
independently after deciding the criteria
• Scored for grammatically correct
metaphorical use (excluding idioms and
phrasal verbs)
• Average scores were used for the
analysis
33. 1. Overall, compared to the
static visual aids, do the
animated visual aids
enhance the appropriate
use of the prepositions?
52. 5. Conclusion
• Significant differences between the groups
Delayed vocabulary test (Imagers)
Delayed production test (Imagers)
Post vocabulary test (Taiwanese)
Post production test (Japanese)
Imagers could make better use of animated
aids
Learners’ L1 might affect the results
53. Research Question Answers
Overall, compared to the static visual aids, do the animated
aids enhance the appropriate use of the prepositions?
NO
If the learners are imagers, do the animated visual aids
enhance their appropriate use of the prepositions?
YES (both in receptive and production test)
If the learners’ L1 is Chinese, do the animated visual aids
enhance their appropriate use of the prepositions more than
if their L1 is Japanese?
NO (Taiwanese are better in vocabulary test
while Japanese in production test )
54. That is to say…
Individual factors affect the
result of L2 vocabulary
learning with technologically-
enhanced aids
55. 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, 107-
119.
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.
56. Thank you for listening
ご清聴ありがとうございました
tsato@cc.tuat.ac.jp
https://tuat.academia.edu/TakeshiSato
Editor's Notes
Good morning, everyone. Thank you very much for coming to our presentation.
I am Takeshi Sato and he is Tyler Burden, he is a co-presenter.
The presentation I am going to tell you is….
First of all, I am going to give you a simple question.
Do you think visual glosses can help L2 vocabulary learning?
This is an example of a technologically enhanced visual aid.
It contains sound, picture, image, animation and more on just one screen.
The animation is served as a visual aid to understand the meaning of a sentence.
The computer screen can display what still pictures can not do.
This makes us assume that the more technologically advanced the learning materials are, the better.
So, I am going to give you another question.
Can everyone benefit from such technologically enhanced aids?
Or the image is effective to whom?
That is what I am going to explore in this study.
Here is the overview.
Our presentation will be divided into 5 parts:
background, research question and procedures, findings and conclusion.
Therefore, there exist many studies which support multimedia aids in L2 learning.
For example, video glosses are more effective than the still picture.
Also the integration of text and picture glosses can be more effective than text only or picture only glosses.
If multimedia visual aids are better annotations , which could be an effective aid?
This question might be easier to answer, but it is not.
Considering these concerns, this study focused on the following 3 points.
Why did we choose prepositions?
This is because learning prepositions is regarded as important and difficult.
Prepositions appear very frequently in any discourse, but learners do not always understand their meanings.
They tend to learn prepositions as idioms but they cannot use them according to context 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, we should focus more on meanings than on its retention.
To facilitate learning prepositions, I use image schema as a visual gloss.
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.
This is an example of the process of learning prepositions with the help of visual aids. When we encounter the situation to fill in an appropriate preposition, we will refer to the images we have leaned to screen which image is the most suitable according to the sentence. As a result, one appropriate preposition will be selected. This process
This is another example of the process of learning prepositions with the help of visual aids. When we encounter the situation to fill in an appropriate preposition, we will refer to the images we have leaned to screen which image is the most suitable according to the sentence. As a result, one appropriate preposition will be selected. This process
This is the example of the process of learning preposition with the help of visual aids. When we encounter the situation to fill in an appropriate preposition, we will refer to the images we have leaned to screen which image is the most suitable according to the sentence. As a result, one appropriate preposition will be selected. This process
For example, there are 3 prepositions whose translation of each prototypical sense is the same.
no ue ni, which means located…
Due to this Japanese translation, it becomes difficult to distinguish these words although they are different from each other.
For example, there are 3 prepositions whose translation of each prototypical sense is the same.
no ue ni, which means located…
Due to this Japanese translation, it becomes difficult to distinguish these words although they are different from each other.