These studies examined the effectiveness of different modes of presenting vocabulary words in multimedia programs for second language learning. Some key findings were that presenting words with pictures led to better recall than text alone, and videos were more effective than pictures. However, one study found that for children, a word-only presentation led to better retention than words paired with pictures due to higher cognitive load. Overall, the studies provide guidance for developing multimedia programs to accommodate different learning styles and abilities.
Personalising English language teaching in secondary schools through technologyCITE
4 March 2010 (Thursday) | 15:30 - 15:50 | http://citers2010.cite.hku.hk/abstract/21 | SZE, Paul M.M.; YEUNG, Li Wa Jenny; WONG, Sze Long Armstrong; Department of Curriculum and Instruction, The Chinese University of Hong Kong
I'm always looking for ways to improve teaching and enhance learning, especially through technology. Recently, I used chat and polling in the classroom. That experiment resulted in a conference paper, presented at the international conference ICT for Language Learning, Nov 2011, Florence, Italy. These slides are from the conference.
Personalising English language teaching in secondary schools through technologyCITE
4 March 2010 (Thursday) | 15:30 - 15:50 | http://citers2010.cite.hku.hk/abstract/21 | SZE, Paul M.M.; YEUNG, Li Wa Jenny; WONG, Sze Long Armstrong; Department of Curriculum and Instruction, The Chinese University of Hong Kong
I'm always looking for ways to improve teaching and enhance learning, especially through technology. Recently, I used chat and polling in the classroom. That experiment resulted in a conference paper, presented at the international conference ICT for Language Learning, Nov 2011, Florence, Italy. These slides are from the conference.
The use of computer technology in efl classroom pros and cons (1) (1)ouissaless
* Teaching English as a foreign language field has encountered a great development in the past couple of years. Having the ability and tools to integrate computer technology devices inside the classroom had affected and deeply influenced learners' SLA. Learners could benefit from the technological tools to facilitate their second language acquisition through video games, videos, online learning platforms and websites that are dedicated to providing learners with a joyful and fruitful experience of second language acquisition.
Alan Roberts: Student engagement in shaping Higher Education. Slides from the University of Liverpool Learning and Teaching Conference 2009.
In February 2009 the Centre for Higher Education Research and Information produced a report to HEFCE on student engagement in England. The study aimed to:
* Determine the current extent and nature of student engagement in higher education in England;
* Explore current models of formal and informal student engagement;
* Explore institutions’ rationales for student engagement policies and practices, their measures of effectiveness, and perceptions of barriers to effectiveness;
* Explore what institutions and sector bodies might learn from student engagement models operating in other countries
Liverpool Guild of Students, on behalf of the University of Liverpool, was one of the case study organisations. This session will be used to create discussion about student engagement in learning and teaching issues at the University.
4 Benefits οf Technology Integration In The Education SphereDelphian School
A sneak peak into the benefits of incorporating technology into the education system.
Delphian School is an independent, coeducational day and boarding school located in Sheridan, Oregon open to students from around the world. We offer a rigorous academic independent-study program, with a strong emphasis on practical learning, for primary through high school students. Delphian also offers a highly regarded English-as-a-Second-Language program and boasts a diverse, international student body representing over eighteen countries.
This research is done by the researcher to investigate kinds of ICT used by English lecturers for non-English Study Program students at IAIN Curup and to investigate the roles of ICT for the English lecturer at IAIN Curup. This research used descriptive quantitative Because the questioner's results were evaluated and explained in the explanatory form.The questionnaire used as the instrument to collect the data. Questionnaire about the ICT used by the English lecturers for non-English Study Program students at IAIN Curup and the role of ICT for English Lecturer. Five processes is used to analyze the data from questionnaires in this research. They are (1) data managing of research result, (2) reading/memoing of result, (3) description of result; (4) classifying of research result and (5) interpreting of research result. The result showed that the lecturers always used three types of ICR in teaching English in the classroom, they were the speaker, educational games, and website resources. The reason for them using three types of ICT because it was easy to use and cheap. In using the ICT, the lecturers have a different opinion about About ICT's role in promoting its learning operations. The use of ICT in the teaching and learning system had 7 (seven) roles. It is about the role of ICT in motivating, attracting, and enhancing the success of learners in studying English.
This ppt describes the framework for teachers to consider when infusing technology in the classroom in order to facilitate second language learning...especially with ELLs
The use of computer technology in efl classroom pros and cons (1) (1)ouissaless
* Teaching English as a foreign language field has encountered a great development in the past couple of years. Having the ability and tools to integrate computer technology devices inside the classroom had affected and deeply influenced learners' SLA. Learners could benefit from the technological tools to facilitate their second language acquisition through video games, videos, online learning platforms and websites that are dedicated to providing learners with a joyful and fruitful experience of second language acquisition.
Alan Roberts: Student engagement in shaping Higher Education. Slides from the University of Liverpool Learning and Teaching Conference 2009.
In February 2009 the Centre for Higher Education Research and Information produced a report to HEFCE on student engagement in England. The study aimed to:
* Determine the current extent and nature of student engagement in higher education in England;
* Explore current models of formal and informal student engagement;
* Explore institutions’ rationales for student engagement policies and practices, their measures of effectiveness, and perceptions of barriers to effectiveness;
* Explore what institutions and sector bodies might learn from student engagement models operating in other countries
Liverpool Guild of Students, on behalf of the University of Liverpool, was one of the case study organisations. This session will be used to create discussion about student engagement in learning and teaching issues at the University.
4 Benefits οf Technology Integration In The Education SphereDelphian School
A sneak peak into the benefits of incorporating technology into the education system.
Delphian School is an independent, coeducational day and boarding school located in Sheridan, Oregon open to students from around the world. We offer a rigorous academic independent-study program, with a strong emphasis on practical learning, for primary through high school students. Delphian also offers a highly regarded English-as-a-Second-Language program and boasts a diverse, international student body representing over eighteen countries.
This research is done by the researcher to investigate kinds of ICT used by English lecturers for non-English Study Program students at IAIN Curup and to investigate the roles of ICT for the English lecturer at IAIN Curup. This research used descriptive quantitative Because the questioner's results were evaluated and explained in the explanatory form.The questionnaire used as the instrument to collect the data. Questionnaire about the ICT used by the English lecturers for non-English Study Program students at IAIN Curup and the role of ICT for English Lecturer. Five processes is used to analyze the data from questionnaires in this research. They are (1) data managing of research result, (2) reading/memoing of result, (3) description of result; (4) classifying of research result and (5) interpreting of research result. The result showed that the lecturers always used three types of ICR in teaching English in the classroom, they were the speaker, educational games, and website resources. The reason for them using three types of ICT because it was easy to use and cheap. In using the ICT, the lecturers have a different opinion about About ICT's role in promoting its learning operations. The use of ICT in the teaching and learning system had 7 (seven) roles. It is about the role of ICT in motivating, attracting, and enhancing the success of learners in studying English.
This ppt describes the framework for teachers to consider when infusing technology in the classroom in order to facilitate second language learning...especially with ELLs
This study investigated relearning with audiovisual support. The researcher-teacher used video for her freshman English Reading class and tested its effects on word recall. To help students remember forty newly-introduced words from four news stories, two weeks later, the four news videos were broadcast in four audiovisual modes to four groups of students alternately: (1) captioned, (2) non-captioned, (3) silent captioned and (4) screen-off. Results show that the four groups of students recalled 17.65 to18.81 words on average in the second encounter with forty target words through video in different modes. Concerning the audiovisual effects on vocabulary learning, audio track only (screen-off video) prompted the participants to recall the greatest number of target words than the other three modalities. Drawing upon the cognitive theory of multimedia learning, this study aims to raise awareness of the modality effect when using video as a repetition medium for vocabulary consolidation.
R221 Okada, Y., Sawaumi, T., & Ito, T. (2018). How do speech model proficienc...Takehiko Ito
Learners in foreign language classrooms can benefit from viewing model videos featuring other non-native speakers, which helps to develop their public speaking performance. The present study attempts to replicate Okada, Sawaumi, and Ito (2017), who demonstrated how the viewing order of different model speakers affected learners’ public speaking performance. The participants were Japanese freshmen (N = 24) enrolled English communication courses. In the classroom-oriented study, one group was shown more- and less-proficient speaker models prior to delivering the second and third presentations, respectively; the other group was shown the same models in the opposite order. To determine whether the models impacted learners in any meaningful way, self- and peer evaluations were obtained from participants following each speaking performance and analyzed in conjunction with responses to reflection papers. Results from two-way ANOVAs indicated that video-based observational learning in the viewing order of less-proficient speakers first and more-proficient ones next resulted in improved peer evaluation in subsequent performances, which was consistent with the findings of Okada et al. (2017). Responses to reflection papers revealed that either more-proficient or less-proficient speaker models helped enhance learners’ awareness of self/others and improve their own public speaking skills in the EFL classroom.
Keywords: model video, viewing order, public speaking, replication, observational
G224 Okada, Y., Sawaumi, T., & Ito, T. (2014, December). Different effects o...Takehiko Ito
G224 Okada, Y., Sawaumi, T., & Ito, T. (2014, December). Different effects of sample performance observation between high and low level English learners
The Sixth CLS International Conference, December 4-6, 2014, Singapore, 394-413
Retrieval Practice for EFL in the Korean ContextAJHSSR Journal
ABSTRACT: Retrieval practice is a concept that purports that for learning to be lasting, learners need
repeated practice. While this notion is not in question, how to maximize the effectiveness of retrieval practice is
a point of interest in current research on education, including in the field of language learning. This paper
summarizes the tenets of retrieval practice and overviews the fundamental research findings of retrieval practice.
This is followed by a synopsis of studies on the effects of retrieval practice for second language learning and a
review of studies specifically on retrieval practice in the context of EFL in Korea.
KEYWORDS: English as a Foreign Language (EFL), retrieval practice, South Korea
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
Multimedia Lit Review
1. Multimedia Technology and Second Language Vocabulary Acquisition
Mia Howard
Hunter College
May 19, 2009
2. In the field of Second Language learning vocabulary acquisition is an essential
component in the student’s mastery of the language being studied. With the increased use
of multimedia programs in schools, many programmers are faced with the added
challenge of creating programs that are effective for a broad range of students with
different learning styles. One of the most fundamental questions being explored in
educational research is: Which presentation mode is most effective for vocabulary
acquisition? It is hypothesized that the use of multimedia programs that incorporates the
use of word annotations with different types of information such as pictures and videos
enhances vocabulary acquisition. An annotation in multimedia software can be in the
form of an image, video, audio recording, or text, which provides a description or
definition of the highlighted word or passage. The following literature reviewed for this
paper attempts to demonstrate and support this hypothesis with conflicting positions on
which presentation mode is more beneficial for the learner.
In a research article by Chun & Plass (1996), two specific questions were
addressed for guiding the study. First, how well is vocabulary learned “incidentally”
when the purpose of the task is reading comprehension? Second, what is the
effectiveness of annotations with different media types for vocabulary acquisition? The
focus of the investigation was second-year German student’s foreign language
vocabulary acquisition when viewing a multimedia German text with annotations for
words in the form of text, pictures and videos. Each student was subsequently given a
vocabulary test to assess the learning outcomes. In regard to incidental vocabulary
learning, previous research suggests that second language learners are not likely to
2
3. remember words that appear only once within the text. As for vocabulary acquisition
with the use of words coupled with images or videos, research suggests that words
associated with actual objects or imagery is learned more easily. “The results showed a
higher rate of incidental learning than expected (25% accuracy on production tests, 77%
on recognition tests), significantly higher scores for words that were annotated with
pictures + text than for those with video + text or text only, and a correlation between
looking up a certain annotation type and using this type as the retrieval cue for remember
the word.” (Chun & Plass, 1996, p.183) An explanation for the higher percentage of
vocabulary recall can be attributed to dual coding effect. “According to dual coding
theory, learning of a vocabulary item is best when both visual and verbal information are
presented.” (Chun & Plass, 1996, p. 189)
The research findings in this study support the proposed hypothesis that the use of
multimedia programs that incorporates the use of word annotations with different types of
information such as pictures and videos enhances vocabulary acquisition. One limitation
to the study is that individual cognitive learning styles were not investigated. “For
example, pictures may not be more useful than definitions for all learners but might help
visualizers, whereas definitions might improve the learning of verbalizers.” (Chun &
Plass, 1996, p. 195) Next, the topic of foreign language vocabulary acquisition will focus
on the benefit of video annotations versus still picture annotations.
In a published journal article by Al-Seghayer (2001), the research study was
guided by the question, which is more effective for facilitating vocabulary acquisition:
3
4. video mode or static picture? Al-Seghayer (2001) hypothesized that video is a more
effective tool to foster the acquisition of new words in a foreign language. Participants in
the study consisted of 30 ESL students (17 males, 13 females) who were enrolled in the
English Language Institute at the University of Pittsburgh. Al-Seghayer (2001) provided
a brief overview of previous research on second language vocabulary acquisition
enhanced by multimedia annotations. With a focus on three issues: the value and effect
of multimedia annotations, the effect of electronic glossing, and the efficacy of dynamic
videos and static pictures. The research reviewed on multimedia annotations focused on
research studies that focused on modes that presented imagery. Some findings suggested
that dual coding of vocabulary words better facilitates learning and different types of
media furthers richness of recall cues and boosts the likelihood of retention. “The mean
and percentage of correct answers for words with video and text annotations were 4.3
(87%), compared to 3.3 (67%) for words with picture and text, and 2.7 (53%) for text
alone” (Al-Seghayer, 2001). The overall results on both the recognition and production
vocabulary tests show that words presented with both the printed text and the video clips
produced the best results.
The results of this study support the researcher’s hypothesis that video is a more
effective tool to foster the acquisition of new words in a foreign language. Although the
participants recalled more words when the video clips were provided than when pictures
or just text was present, I still question what level of retention was achieved. The
researchers’ choice not to administer a delayed post test limits the findings to temporary
recall. There is a need to access whether different annotation modes facilitate a deeper
4
5. level of learning and retention that a student will need to become fluent in a second
language. Other limitations to this study are the small sample size which hinders the
validity of the results and does not allow us to generalize the results. Al-Seghayer (2001)
admits that alternate assessment techniques are needed to tap various aspects of
vocabulary knowledge (Al-Seghaver, 2001, p. 217). In addition, the use of multiple
choice questions as well and the questionnaire and survey are not ideal measurements of
vocabulary retention. The research thus far has not explored the use of auditory
annotations. The next study will incorporate research on the effectiveness of text plus
picture and sound as well as investigate the effects of different learning styles.
Researchers at the National Tsing Hua University, Yeh & Wang (2003) focused
their study on two topics; one goal was to investigate the effectiveness of three types of
vocabulary annotations on vocabulary learning for English Foreign Language students in
Taiwan as well as to determine whether learners with different perceptual learning styles
benefit more from a particular type of annotation. Perceptual learning styles refer to
students, “… different sensor preferences for processing information (Kinsella, 1995).”
(as cited by Yeh & Wang, 2003, p. 133). A student who tends to process information
through listening is categorized as an auditory learner and learners who prefer to process
information by reading printed text are labeled as visual learners. The research
participants were 82 freshmen from the Department of Material Science and Technology
and the Department of Chemistry at the Nation Tsing Hua University in Taiwan.
Students were given two questionnaires and two tests before and after using the
multimedia courseware. The results of the post-tests indicated that the students who
5
6. randomly received the courseware with text + picture annotations score higher than those
who did not, indicating that text + picture annotations was most effective for vocabulary
learning. To answer the second research question, that asked if perceptual learning styles
influence the effectiveness of annotations each student was given a self-report
questionnaire and categorized into groups according the their scored responses on the
questionnaire. The results suggest that there seems to be little correlation between three
versions of the courseware and the learning styles. With the exception of the
auditory/visual group scoring significantly higher than those who received the text-only
version, no other group showed any correlation between perceptual styles and the
different vocabulary annotations. These findings fall in line with the premise of previous
research that supports the hypothesis that text + visually annotations are most effective in
multimedia second language learning. As mentioned earlier, this study explored the
effect of dual annotations (text + picture) plus audio annotation. The students who
received the courseware with text + picture + auditory proved to be ineffective. The
researchers attributed this to the learning styles used in learning Chinese as opposed to
English, the speech rate of the recorded annotations and the amount of time students were
given to complete the tasks.
Although findings in this study supported the overall hypothesis that text +
picture annotations are most effective in the field of second language vocabulary
acquisition, there were several limitations to the study. The researchers attempted to
investigate the concept of auditory annotations which had not been widely researched
before but failed to execute the study properly. Failure to give participants adequate time
6
7. to complete the tasks as well as presenting recorded audio at a speech rate that exceeded
the users listening proficiency limited the study from providing sound research on the use
of audio annotations. Although the research did not further our understanding of auditory
annotations, the findings will help shape future studies. Thus far the research reviewed
has been conducted on college level participants. The next study explores the use of
different vocabulary annotations in multimedia programs designed for grade school
children studying a foreign language.
In a research study by Acha (2009, p.25), the following research question was
proposed, which presentation mode of a multimedia program will help in learning more
vocabulary in an unknown language: one with pictures, one with words or one combining
both representations? The research participants were clearly stated as such: “…135
Spanish children (67 female, 68 male), 66 in Grade 3 (age M = 8 years) and 69 in Grade
4 (age M = 9 years).”(Acha, 2009) These children were from Vizcaya and Guipuzcoa,
Spain attending a primary school that serviced middle to low socioeconomic populations
from urban zones. All of the children were assessed by their teacher based on an exam
given at the beginning of the school year as making normal progress in English language.
Previous research findings conducted on adults support the premise that presenting words
and pictures simultaneously in multimedia programs is more effective than words or
pictures alone when learning second language vocabulary. It was hypothesized that since
children’s cognitive ability is lower than adults, presenting words and pictures
simultaneously in multimedia programs would not yield the same results. Each child was
given access to a personal computer that presented an interactive multimedia short story.
7
8. The story consisted of 101 English words, 12 of which were inside a button: donkey,
drawer, penknife, hammer, bricks, ladybird, waistcoat, bonnet, mittens, jug, tray and
napkin. For each of these words different types of multimedia annotations were
available. In addition to the use of personal computers the children were given a paper
and pencil English vocabulary pre-test, post-test and a test of verbal and spatial ability.
The vocabulary pretest consisted of 60 English words and the post test consisted of only
the 12 annotated English words within the button. The children were instructed to write
the meaning of the words they knew. The groups of children were randomly selected and
assigned to three groups: “word only”, “picture only” and “word and picture”. Each
child was given instruction on how to access the annotations for the words, how to use
the mouse properly and they were also told that they needed to access the cues for each of
the 12 words within the button because the learning task was to remember the meanings
of these words. 20 minutes was allotted for the children to read the story twice and
another 10 minutes was allotted for the students to fill out the post-test.
The empirical evidence suggests that in a second language vocabulary program
for children, presenting a word only is more effective than presenting just a picture
representation of the word or a picture and the word simultaneously. These findings are
in line with the proposed hypothesis theorizing that school age children’s limited
cognitive ability affects second language vocabulary acquisition when a word is
presented along with a picture. The researchers attribute these findings based on previous
research on the effects of cognitive load on the working memory. Working memory
refers to the structure and processes used for temporarily storing and manipulating
8
9. information. Cognitive load is defined as the effort used with thinking and reasoning that
can interfere with other thought processes. “Cognitive load may occur when two types of
stimuli that supply the same information (e.g., a written word and a picture related to the
same concept) are perceived through the same information processing channel, which is a
visual channel in this case.”(Acha, 2009, p.25) The presentation of both the word and the
picture requires the child to exhaust more cognitive resources and is less effective in
learning the task at hand. One limitation to the study was the time each child was
allocated to reach each passage. Since the researchers were looking to assess vocabulary
retention each child should have been given a longer time to read the passages. Setting a
20 minute time limit to complete the task suggests that the children could not retain many
words in long term memory. Next, the topic of reading a foreign language text with
multimedia aids according to cognitive load theory will be addressed.
In a research study by Plass, Chun, Mayer & Leutner (2003), the authors of this
study are concerned with the question of what role cognitive load plays in multimedia
learning, and, in particular, how cognitive load affects the way learners with different
cognitive abilities process verbal and visual information. The focus of the investigation
was on English-speaking college students (N = 152), enrolled in a second-year German
course. It is hypothesized that low-ability learners would be less likely to learn the
translation of German words than high-ability learners when they were required to select
and process both the verbal information of a foreign-language reading passage coupled
with visual annotations for unknown vocabulary words. The researchers base this theory
on the fact that low-ability learners use more cognitive resources when processing visual
9
10. and verbal information simultaneously. As stated earlier, 152 college students
participated in the study, all of which were enrolled in a second-year German language
course. Each student was given access to a personal computer loaded with an interactive
multimedia version of a short story presented in German. Throughout the program
selected vocabulary words were annotated with verbal or video multimedia annotations.
A German vocabulary pre-test and post-test was administered to each student to assess
vocabulary acquisition. The research finding supported the proposed hypothesis, as
predicted when low-ability students processed verbal information from a reading text and
had to simultaneously process visual annotations for vocabulary words within the text,
they learned fewer vocabulary words in comparison to high-ability students.
In Summary, the results of each of these studies provide implications for
multimedia programmers who are developing new multimedia programs for second
language instruction. In particular, programmers should be conscious of these findings
and they should make an effort to include both visual and verbal annotations to
accommodate the different learning styles of students. Pedagogical implications of these
findings suggest that for some students multiple representations of information are not
beneficial for all learners. In fact, for some students it can hinder learning for low-ability
learners as well as grade school children. There are numerous instructional multimedia
software packages and online multimedia websites for adults as well as children geared to
foreign-language learning and we can assume many more are in the pre-production
phase. In respect to this growing market, additional research is required to fully
10
11. understand the process of multimedia learning so that educators and their students can
fully appreciate and benefit from this popular and growing field of technology.
11
12. References
Acha, J. (2009). The Effectiveness of Multimedia Programmes in Children's Vocabulary
Learning. British Journal of Educational Technology, 40(1), 23-31.
Al-Seghayer, K. (2001). The Effect of Multimedia Annotation Modes on L2 Vocabulary
Acquistition: A Comparitive Study. Language Learning & Technology, 5(1),
202-232.
Chun, D., & Plass, J. (1996). Effects of Multimedia Annotations on Vocabulary
Acquisition. The Modern Language Journal, 80(2), 183-198.
Mayer, R., & Moreno, R. (1998). A Split-Attention Effect in Multimedia Learning.
Journal of Educational Psychology, 90(2), 312-320.
Mayer, R., & Moreno, R. (2002). Aids to computer-based multimedia learning. Learning
and Instruction, 12(1), 107-119.
Plass, J. L., Chun, D. M., Mayer, R. E., & Leutner, D. (2003). Cognitive Load in Reading
a Foreign Language text with Multimedia Aids and the Influence of Verbal and
Spatial Abilities. Computers in Human Behavior, 19, 221 - 243.
Yeh, Y., & Wang, C. (2003). Effects of Multimedia Vocabulary Annotations and
Learning Styles on Vocabulary Learning. CALICO Journal, 21(1), 131 - 144.
12