楊意涵 9922606 how computers facilitate english foreign language learners acquire
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The document summarizes a study that examined how computers can help English language learners acquire abstract words. The study involved 38 6th grade students in Taiwan who used a computer program to learn 11 abstract words over two hours. The experimental group only used the computer program while the control group used traditional instruction. Students were given a pre-test and post-test on the words as well as a survey. The results showed that the experimental group improved their scores by an average of 3.47 points compared to 0.78 for the control group, indicating that computer-assisted instruction helped students learn abstract words more effectively. The conclusion suggested expanding the program to include more words and adaptive learning paths based on student responses.
楊意涵 9922606 how computers facilitate english foreign language learners acquire
- 1. How computers facilitate English foreign language learners acquire English abstract wordsPresenter: Yi-Han Yang Instructor: Dr. Pi-Ying Teresa Hsu Date: January 12, 20111
- 2. CitationTsou, W., Wang, W., & Li, H. Y. (2002). How computers facilitate English foreign language learners acquire English abstract words. Computer & Education, 39, 415-428.2
- 3. 五二三四一ContentIntroductionLiterature ReviewMethodologyResult & ConclusionReflection3
- 5. IntroductionCALComputer as Aid to Learning+5
- 8. Purposes8
- 10. Literature ReviewKnowledge of word meaning has a strong relationship to reading comprehension skill.(Stahl & Fairbanks, 1986)10
- 11. Literature ReviewAround the age of eleven is an important stage for children ‘s mental and cognitive development.(Brown, 1987)11
- 12. Literature ReviewIf new words can be integrated into the network, those associations can facilitate their recall.(Schmitt,1995)12
- 13. Concrete words vs. Abstract words13
- 14. Concrete wordscell phone14
- 15. Abstract words15
- 16. Concrete vs. AbstractwhichyourshobbyVS.16
- 17. Methodology17
- 18. Participants 38 sixth graders In southern Taiwan TimeTwo hours of learning time for each groupMethodologyInstrument Survey Achievement TestMethodologyExperimentalgroup38studentsControlgroup36 students18
- 19. hobby, this, that, what, where, which, when, how, whose, yours, mine, hers, hisFrom “2000 most frequent words”(Burkhard, 1999)The recommended elementary English materials by the City Bureau of Education (Cant et al., 1999; Frazier & Nakata, 1944a; Young & Eisele, 1999b) 19
- 20. ExperimentalControlhobby, this, that, what, where, which, when, how, whose, yours, mine, hers, hisComputer-assisted Instruction (CAI)
- 21. (Learn only by computer)
- 22. Achievement test & Survey
- 25. Achievement TestQ1. Those toys.Q1. These books.Q2. This is a cat. Q2. These pencils.Q3. That is an umbrella.21
- 26. Five–level Likert Scale22
- 27. SurveyI. Content of the abstract word learning system 1. The information provided in the content is correct. (SA)(A)(N)(D)(SD)2. The information in the system has educational value. (SA)(A)(N)(D)(SD)3. The content can be integrated into the school curriculum. (SA)(A)(N)(D)(SD) 4. The content can be applied in real life situation. (SA)(A)(N)(D)(SD)5. The difficulty level of the content is appropriate. (SA)(A)(N)(D)(SD) 6. The display of the content is clear and logical. (SA)(A)(N)(D)(SD) 7. The focus of the content is clearly specified. (SA)(A)(N)(D)(SD)II. Learning with the abstract word learning system 8. The learning goal of the system is clearly stated. (SA)(A)(N)(D)(SD) 9. The stated goal can be achieved. (SA)(A)(N)(D)(SD) 10. The animation and the sound effects of the content can effectively facilitate learning.(SA)(A)(N)(D)(SD) 11. The system can raise students’ motivation in learning English. (SA)(A)(N)(D)(SD) 12. The system can help trigger students’ learning creativity in language learning. (SA)(A)(N)(D)(SD) 13. The system can instantly react to students’ responses. (SA)(A)(N)(D)(SD) 14. The system can integrate students’ prior knowledge into learning new materials. (SA)(A)(N)(D)(SD) 15. The content learned can easily be applied to real world. (SA)(A)(N)(D)(SD)III. Designs of the system 16. The materials provided are clear and understandable. (SA)(A)(N)(D)(SD) 17. The instructions for operation are clear. (SA)(A)(N)(D)(SD) 18. The materials are well presented. (SA)(A)(N)(D)(SD) 19. It is user friendly and can be operated alone. (SA)(A)(N)(D)(SD) 20. The system can easily be accessed via regular computers. (SA)(A)(N)(D)(SD)The information provided in the content is correct.The learning goal of the system is clearly stated.The materials provided are clear and understandable.23
- 29. Result13.28-12.5=0.78On average had only 0.78 gain in the final exam and this increase did not achieve the 0.05 significant level.13.13-9.66= 3.47On average increased 3.47 on the final achievement .25
- 30. Conclusion26
- 31. More abstract words need to be included in the system. SuggestionsAn online conversation (with teacher and classmates) and writing composition mechanism is being considered in the expectation .Adaptive learning paths based on the learners’ responses and feedbacks.Simulation of real world scenarios could be included for learners to actually practice the newly learnt vocabulary through role-play. .27
- 32. Reflection28
- 33. Reflection29
- 34. The End30