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
- 6. To whom is it more effective?
- 7. Overview 1. Background 2. Research questions 3. Procedure 4. Findings 5. Conclusions
- 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
- 9. My previous study Which image could be an effective aid for L2 vocabulary learning?
- 10. My previous study (Sato, 2013) ✓English spatial prepositions as target words ✓Pictorial images and animated images as visual aids
- 11. Learning English prepositions Difficult to learn.
- 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
- 17. Results No significant difference (Sato & Suzuki 2009, 2010, 2011, 2012; Sato 2013)
- 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
- 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?
- 35. Production (Overall) 3.46 3.08 3.91 3.74 1.00 1.50 2.00 2.50 3.00 3.50 4.00 posttest delayed test 2D 3D
- 36. t-test (receptive) • Pre-test: t(55)= -2.41, p < 0.05 • Post-test: t(55) = -0,39, p > 0.05 • Delayed-test: t(54)= 0.61, p > 0.05 (Sato, 2013)
- 37. t-test (production) • Post test: t(148)=-1.00, p > 0.05 • Delayed test: t(148)=-1.80, p > 0.05
- 38. 2. If the learners are imagers, do the animated visual aids enhance their appropriate use of the prepositions?
- 39. Imager vs verbalizer (receptive) 22.5 20.8 22.4 21.2 24.1 22.9 22.1 21.1 19.0 20.0 21.0 22.0 23.0 24.0 25.0 imager post imager delayed verbalizer post verbalizer delayed 2D 3D
- 40. Imager vs Verbalizer (production) 1.94 2.48 2.74 3.38 2.00 2.48 2.54 3.10 0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50 4.00 2D verbalizers (n=24) 2D imagers (n=29) 3D verbalizers (n=27) 3D imagers (n=25) posttest delayedtest
- 41. t-test (receptive) verbalizer post t(101)= -0.314 p > 0.05 verbalizer delayed t(101)= -0.187 p > 0.05 imager post t(106)= -0.159 p > 0.05 imager delayed t(106)= -2.30 p < 0.05
- 42. t-test (production) • Verbalizer Post test: t(49)=-1.816, p > 0.05 • Verbalizer Delayed test: t(49)=-1.421, p > 0.05 • Imager Post test: t(52)=-2.060, p < 0.05 • Imager Delayed test: t(52)=-1.402, p > 0.05
- 43. 3. If the learners’ L1 is Chinese, do the animated visual aids enhance their appropriate use of the senses more than if their L1 is Japanese?
- 44. Japanese (receptive) 18.7 22.4 20.5 18.8 22.3 21.4 18.0 19.0 20.0 21.0 22.0 23.0 pretest posttest delaytest 2D 3D
- 45. Taiwanese (receptive) 20.0 23.5 22.5 21.2 26.2 24.2 19.0 20.0 21.0 22.0 23.0 24.0 25.0 26.0 27.0 pretest posttest delayedtest 2D 3D
- 46. t-test (Japanese, receptive) • Pretest: t(159)= -0.11 p > 0.05 • Posttest: t(159) = 0.287, p > 0.05 • Delayed test: t(159)= 0.136, p > 0.05
- 47. t-test (Taiwanese, receptive) • Pretest: t(49)= -0.131 p > 0.05 • Posttest: t(49) = -2.23, p < 0.05 • Delayed test: t(49)= -1.45, p > 0.05
- 48. Japanese (Production) 1.87 2.26 3.05 2.81 1.50 2.00 2.50 3.00 3.50 posttest delayedtest 2D (n=53) 3D (n=52)
- 49. Taiwanese (Production) 6.654 4.712 6.214 6.000 4.000 4.500 5.000 5.500 6.000 6.500 7.000 post test delayed test 2D 3D
- 50. t-test（Japanese, production） • Post test: t(103)=-3.927, p < 0.05 • Delayed test: t(103)=-1.858, p > 0.05
- 51. t-test（Taiwanese, production） • Post test: t(45)=0.55, p > 0.05 • Delayed test: t(45)=-1.89, p > 0.05
- 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
- #2: 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….
- #4: First of all, I am going to give you a simple question. Do you think visual glosses can help L2 vocabulary learning?
- #5: 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.
- #6: This makes us assume that the more technologically advanced the learning materials are, the better.
- #7: 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.
- #8: Here is the overview. Our presentation will be divided into 5 parts: background, research question and procedures, findings and conclusion.
- #9: 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.
- #10: If multimedia visual aids are better annotations , which could be an effective aid? This question might be easier to answer, but it is not.
- #11: Considering these concerns, this study focused on the following 3 points.
- #12: Why did we choose prepositions? This is because learning prepositions is regarded as important and difficult.
- #13: 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.
- #14: 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.”
- #15: 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.
- #21: 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
- #22: 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
- #23: 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
- #25: 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.
- #26: 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.
- #28: So, Our research questions in this study are..
- #36: Colours should be switched????
- #54: So, Our research questions in this study are..
- #56: These are the references.