Word_coach_research
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This document summarizes the research conducted on the effectiveness of the vocabulary learning game "My Word Coach". The research was conducted with 50 primary school students in Montreal who used the game for several months. Results showed that students demonstrated significant gains in their knowledge of word meanings, use of new words in speech, and speed of word recognition and access after using the game, indicating that targeted computer games can successfully support vocabulary learning.
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This document summarizes a presentation about using technology to teach English language learners civics vocabulary. The presentation discussed defining what it means to know a word, suggested exposing students to words 5-20 times for retention, and outlined a six-step process for teaching vocabulary: explain, restate, show, engage, discuss, and play. A variety of free digital tools were presented that can be used for each step, like online images, videos, flashcards, games, and discussion forums. The key points stressed the importance of contextual practice, review and recycling vocabulary over time for memory.
Exam Writing Slideshare
The document discusses various aspects of writing and correcting communicative language exams, including:
1. It provides an overview of topics like what skills to test, test formats, and correction techniques.
2. It discusses the benefits of using exam banks which can provide more standardization and criteria.
3. It offers guidance on determining exam sections, point values, and balancing accuracy and fluency, production and recognition, and objective and subjective questions.
Teaching Vocabulary with Technology
This document discusses effective methods for teaching vocabulary with technology. It begins with warm-up questions about what it means to know a word and how many exposures are needed to learn it. Then it outlines a six-step process for teaching vocabulary involving explaining words, having students restate meanings, showing visual representations, engaging students in activities, discussing words, and playing vocabulary games. Various free or low-cost technology tools are provided as examples for each step, such as using videos, images, flashcards, and games. It emphasizes the need for multiple exposures, practice in context, and review to support vocabulary learning.
Exploring the Effect of the Self-Directed English Learning on the English Spe...
Kim, J. (2014, September). Exploring the Effect of the Self-Directed English Learning on the English Speaking Test Scores of Korean College Students. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
Most Korean adult learners of English desire to achieve a high level of
English speaking proficiency because they value communicative competence in
their various work places. To obtain this goal, Self-Directed English Learning
(SDEL) supported through multimedia has great potential to help English
learners manage their learning process. This presentation explored the effect
of the capability of Korean college students to utilize SDEL on their English
speaking proficiency. Both the English speaking test and the SDEL
Questionnaire were administered by means of computer and mobile
technologies.
At the beginning of the spring of 2014, 90 students responded to the
online SDEL Questionnaire at a university in Daejeon, Korea. They also took
the computer based English Speaking and Writing Test (ESWT). The pertinent
information of these participants is as follows: 37 males and 53 females, ages
ranging from 20 to 30 years old, all possessing diverse English levels, and all
of whom were TESOL majors.
The questionnaire was developed by means of the Google Docs survey.
The ten features of self-directedness are: (1) interpersonal ability, (2)
self-esteem, (3) self-confidence, (4) anxiety with English, (5) goals, (6)
motivation, (7) self-directedness, (8) information process ability, (9)
self-understanding, and (10) overall level. They were measured using seven
scales. Most students filled out the online questionnaire with their
smartphones. In addition, the learners were required to practice their English
speaking using two multimedia English programs. These were DynEd and
Reading Assistant. DynEd is a conversation program or application, while
Reading Assistant is an online read aloud program. The students were
required to study English with the speaking programs for up to 200 hours as part of their graduation requirement as stipulated by their department. The
seven scoring criteria of the ESWT include (1) task completion, (2) coherence,
(3) pronunciation, (4) fluency, (5) language use, (6) grammar, and (7) overall
scores. They were rated using five scales including 0.5 units. Two raters rated
the speech samples after receiving appropriate rater training. [....]
The effects of learner characteristics and beliefs on usage of ASR-CALL systems
Computer Assisted Language Learning (CALL) has seen a rise in recent years of software applications that use Automatic Speech Recognition (ASR) to provide pronunciation feedback for language learners. ASR-CALL systems process large amounts of natural language data to provide immediate and individual feedback on the pronunciation accuracy of recorded learner utterances. In order for ASR-CALL systems to be implemented successfully and become effective tools for pronunciation training, understanding learner beliefs and perceptions about pronunciation and technology is key. While recent studies have investigated levels of learner satisfaction and engagement with ASR-CALL systems, little research has been done to date which investigates specific learner characteristics and beliefs which affect learner usage of ASR-CALL systems.
Wall Street English (WSE) currently has over 180,000 learners in 28 countries, and provides adult learners with a bespoke, blended-learning programme where students complete self-study interactive multimedia lessons before attending teacher-led classes. WSE have built activities within the multimedia self-study component of the course that allow students to record phrases and receive word-level ASR-driven feedback on pronunciation accuracy. For the current study, all students enrolled in selected WSE centres in China, Vietnam, Saudi Arabia and Italy had the opportunity over a four week period to complete these CALL-ASR activities. Students were able to retry each phrase a number of times in order to improve their pronunciation, received ASR-driven feedback on each retry, and were provided with a model audio with which to compare their own recorded attempts. The data presented in this study is drawn from three sources: an analysis of the anonymised study data from the 2,867 students from the countries mentioned above; survey data from 485 of these students; and individual qualitative interviews with 58 of these students.
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Word_coach_research
- 3. Many learning claims get made
- 10. Predecessors 2
- 11. Predecessors 3
- 16. Content – 3 strands 1. Form of words
- 17. 2. Meaning of words
- 24. 1
- 25. 2
- 29. (60 words) 3
- 30. Research Design
- 31. Results To note first: Equal game use between groups (despite considerable variance)
- 32. Results 1 1a. Levels Test (pretest, both groups, no diffs) About 2350 word meanings known from first 5000 families but only just over half at key 1k level (600 words, SD 150)
- 34. Results 1c. Levels Test (3 times, both groups)
- 35. Results – Levels Test - Summary Initial state: No significant difference Baseline (602, T1-T2): No significant difference Following game use 601: 459 words average gain, **sig – but at T3, not T2 602: 178 words average gain, * sig Note: These are average gains Incorporating wide range of variance
- 36. Results 2 2a. Frog stories – new words in use
- 37. Results 2b. Frog stories – where are these gains?
- 38. Results 2c. Frog stories – story size
- 39. Results 2c. Frog stories – the main difference
- 41. Results - 2e. Example
- 42. Results – 2f. Example
- 43. Results – Frog stories - Summary Initial state: No significant difference (n.s.d.) - In # families used - In # tokens (=story size) Baseline (602, T1-T2): n.s.d. Following game use Despite variance: - Average 3 new word families - Average 35 more word tokens - Average 45% reduction in # of L1 words used
- 44. Results 3 3. Access – number of words read in 1 min.
- 45. Results 3. Access – number of words read in 1 min.
- 46. Results – Lexical access - Summary Initial state: No significant difference (n.s.d.) Baseline (602, T1-T2): Small but sig gains * Practice effect Following game use Despite variance: - Av. 23 more words read/minute - Statistically significant **
- 47. Results 4 – qualitative + post-hoc 4a. Beyond our means
- 48. Results – qualitative + post-hoc 4b. Winning profiles
- 49. Results – qualitative + post-hoc 4b. Winning conditions
- 56. “ Look out – the other one’s in a garbage can!”
- 61. [email_address] www.lextutor.ca This PPT at http://www.lextutor.ca/cv/ppt/pittsburgh.ppt