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McMurry, Benjamin L. "Evaluation in Computer-Assisted Language Learning." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3306.
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Evaluation of Computer-assisted language learning (CALL) needs to be scrutinized according to the same standards of evaluation as other professional materials. Evaluation can be divided into two distinct, yet similar, categories: formal (following a prescribed evaluation model) and informal. The aim of this dissertation is two-fold. The first purpose is to benefit the field of CALL by situating CALL evaluation in the context of frameworks used formal evaluation. The second purpose is to discover informal evaluation practices of CALL practitioners. First, with regard to formal evaluation of CALL materials, practices and insights from the field of evaluation would help CALL researchers and practitioners to conduct systematic evaluations that report findings that other researchers and practitioners find useful. An evaluation framework is proposed that includes common evaluation tasks conducted by evaluators in the field of formal evaluation to produce a workflow model for designing and conducting evaluations in CALL. Second, regarding the informal evaluation of CALL materials, learning about the processes of teachers when evaluating CALL for classroom use will help direct developers of CALL materials, address user concerns, and may indirectly increase the quality of CALL materials. After looking at this two-fold question—formal and informal evaluation of CALL materials—we found that formal evaluation in CALL may benefit from the adoption of evaluation practices from formal evaluation literature. Regarding informal evaluation, we found that teachers consider pedagogy, accessibility, and authenticity when reviewing CALL resources and activities for consideration for use in the classroom. Based on this finding we provide implications for language program administrators, teacher trainers, CALL software developers, and language teachers.
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Coetzee, Renee Wilma. "Beyond buzzwords : towards an evaluation framework for computer assisted language Learning in the South African FET sector." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2729.
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Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2009.The evaluation and selection of software is a complex undertaking best performed by those with applicable specialised skills and knowledge. When it comes to a field like CALL, which draws on the theory and best practice of a variety related disciplines, language teachers in the South African FET sector are unlikely to possess those specialised skills and knowledge beyond language learning content. In an effort to make the evaluation and selection of CALL software a more productive process, the literature pertaining to the components that constitute CALL and the South African FET context was reviewed. Based on this an evaluation framework was developed incorporating all the crucial contextual elements. The choice of a framework as opposed to a checklist was motivated by a need to reflect context at a variety of levels, combined with the flexibility allowing customisation for use in a variety of language learning settings.
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麥建年 and William Brian Maclean. "The development of an instrument for evaluating computer assisted language programs." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B3862767X.
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Van, Boxtel James V. "An evaluation of interactive curriculum using the Java Instructional Gaming Engine." Pullman, Wash. : Washington State University, 2010. http://www.dissertations.wsu.edu/Thesis/Spring2010/j_vanboxtel_041510.pdf.
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Thesis (M.S. in computer science)--Washington State University, May 2010.Title from PDF title page (viewed on July 28, 2010). "School of Engineering and Computer Science." Includes bibliographical references (p. 65-67).
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Rachal, Windy Satterlee. "Rhetorical functions of language and media in health education : effects of metadiscourse and the Internet on readers' attitudes and knowledge about stress management." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1238741.
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Much of what technical communicators know about language use is based on spoken or written communication; however, newer media complicate those boundaries. Spoken and written language differ primarily in the use of metadiscourse, language that aids interpretation of propositions. While research shows that metadiscourse aids in retention and attitude change in both print and speech, none exists to show whether this is true in a medium like the Internet, which has qualities of both. Technical communicators need this information because they must compose similar messages in several media: advertising, system help, business training, and health education are commonly delivered in multimedia formats, primarily in print and the Internet.Most critical of these messages is health education, in which technical communicators must make treatment accessible to patients at home. Not only does this task require clear communication, but also it requires convincing patients to attend to the information, have positive attitudes about illness or self-care, and remember the information-these are the ingredients needed for learning. With good reason, healthcare providers are investing many resources into Internet health education, but technical communicators lack guidance on effective use of the medium. Research in this area focuses on measuring outcomes of existing programs rather than on systematically identifying what works and why.The present study examined language use (i.e., metadiscourse) and medium (i.e., Internet) in health education about stress management. This study reviews existing research in these areas and posits persuasion and social influence theory as a basis for understanding the persuasive abilities of health educational materials, or the abilities of the materials to convince patients to learn health information, change attitudes about illness and treatment, and change health-related behaviors.To test this theory, 120 students from a Southern university voluntarily read interventions developed to isolate the effects of metadiscourse and media on cognitive processing, attitudes, behavior intentions, and knowledge. Repeated measure multivariate analyses revealed that regardless of metadiscourse or medium, participants' knowledge about stress management increased and was maintained over time; however, favorable attitudes were not maintained over time. Results indicate that peripheral rather than central route persuasion occurred, and, therefore, knowledge gains are likely to be short-term. Suggestions for future research are provided and recommendations for theoretical development are discussed.Department of English
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Chen, Mei 1962. "The characterization of learning environments and program structures of instructional programs produced using Logo /." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=56930.
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A methodology was developed in this study for identifying the cognitive, pedagogical, and computational characteristics of computer-based learning environments. The characterization of the cognitive and pedagogical features was achieved by decomposing the learning environments into episodes which were composed of sequences of "views". Each "view" was described in terms of the different types of knowledge presented, the pedagogical strategies used to present the knowledge, and the forms and functions of user-computer interactions elicited. The computational characteristics were described in terms of modularity and other programming properties. The methodology was applied to characterizing the instructional programs produced by student teachers using Logo.The results showed that this methodology can successfully identify the cognitive, pedagogical and computational characteristics of the learning environments. It can also clarify what can be learned in a microworld, especially the "powerful ideas" in Logo environments. In addition, the usability and constraints of learning environments in meeting the learners' cognitive needs during the learning process can be assessed.
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Fealy, Irina. ""Is it really a natural fit?": The construction of "technology" in composition studies." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2831.
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This thesis analyzes two popular computer assisted instruction teaching platforms: Daedalus Integrated Writing Environment (DIWE) and Blackboard (BB). The major focus of the exploration is to find out whether or not these programs are really a "natural fit" with the high expectations of new rhetoric compositionists.
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Deranger, Brant S. Raign Kathryn Rosser. "Blurring the lines between instructor-led and online learning an evaluation of an online composition curriculum on the bleeding edge /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3980.
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Williams, Kristin K. "An Evaluation of two computer-based training software programs designed to develop the language and listening skills of students." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2004. http://www.kutztown.edu/library/services/remote_access.asp.
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Thesis (M.Ed.)--Kutztown University of Pennsylvania, 2004.Source: Masters Abstracts International, Volume: 45-06, page: 2812. Typescript. Abstract precedes thesis as 1 preliminary leaf ( iii ). Includes bibliographical references (leaves 48-50 ).
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Lam, Siu, and 林兆. "Evaluation of using ICT in teaching tertiary English writing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B44139378.
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Garratt, Lesley. "The development, implementation and evaluation of a social constructivist web-based English language learning module." Thesis, Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24700587.
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Jones, Eli A. "A Multiple-Cutoff Regression-Discontinuity Analysis of the Effects of Tier 2 Reading Interventions in a Title I Elementary School." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6097.
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Reading failure in elementary school is highly correlated with future academic and social problems. Schools commonly use Tier 2 reading interventions in Response to Intervention (RtI) frameworks to help close the gap between at-risk readers and their peers who read on grade-level. This dissertation presents the findings of a quasi-experimental research study of the effects of three Tier 2 reading interventions in an urban Title I elementary school's RtI framework. A regression discontinuity design (RDD) with two cutoff points was used to assign 320 students in grades 1-6 to two types of Tier 2 reading interventions administered by paraeducators: direct instruction (DI) and computer-assisted instruction (CAI). Students were assigned using normal curve equivalent reading composite scores on the Kaufman Test of Educational Achievement II, Brief Form (KTEA-II BFR). Students scoring below a lower cutoff were assigned to a DI reading intervention, while students scoring at or below an upper cutoff and above the lower cutoff were assigned to CAI reading interventions. January and May posttest iterations of the KTEA-II BFR served as outcome measures for all students. Results of the analysis indicated that the DI intervention was more effective than the CAI interventions at the lower cutoff (p < .01). Participation in CAI interventions was not any more or less effective than business-as-usual reading activities (p > .10). These findings suggest that that CAI programs may not be as helpful in closing the achievement gap between struggling students and their peers as DI interventions, and should be implemented with deliberation.
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Deranger, Brant. "Blurring the Lines Between Instructor-Led and Online Learning: an Evaluation of an Online Composition Curriculum on the Bleeding Edge." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3980/.
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The contemporary classroom currently faces an evolving world of computer based training, online courses, instructor-led learning and several blended approaches in-between. With the increased presence of computers and communication in every facet of students' lives, students have changed to adapt to the continuous presence of technology in their daily lives. These recent rapid developments have changed the relationship between technology and communication. Indeed, communication and technology have become linked to such a degree that it is difficult to differentiate one from the other, thereby altering our rhetorical situation as instructors. Instructors can no longer deny the presence of technology in the contemporary classroom, much less in the contemporary composition classroom.
This case study serves as a post-modern analysis of the technology based blended classroom. A gap exists between what online learning is (being) today and what it is (becoming) tomorrow. This dissertation explores the gap by examining two rich data sources: online visitor navigational patterns and instructor interviews. The fundamental ideas that this text explores are the following:
- Web server logs and PHP logs can be analyzed to yield relevant information that assists in the design, architecture, and administration of online and blended learning courses.
- Technology in the writing classroom does not necessarily solve traditional problems associated with the composition classroom. Technology is a tool, not a solution.
- Technology has changed the rhetorical situation of the composition classroom. As a result, instructors must adapt to the changed rhetorical environment.
Via this study, readers will hopefully gain a better understanding of the relatively unexplored margins between instruction, composition and technology paradigms. Instructors, trainers, technical writers, pedagogues, industry and academia alike must step forward to research technology-assisted pedagogy so that they can de-privilege the paradigms that position technology itself as a solution, and move forward toward realistic and real-world expectations for instructors in technology mediated learning environments.
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Van, Rooyen Marinda. "An evaluation of the feasibility of using Moodle to develop an online learning program for the Grade 12 Literature component of the First Additional Language syllabus in South Africa." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6620.
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Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2011.ENGLISH ABSTRACT: The decline in the Grade 12 pass rate in South Africa has been a cause for widespread concern. While this decline in is the result of the interplay of many factors, one of them is undoubtedly that teachers and pupils often find themselves in situations where they do not have access to adequate resources. This study is a formative evaluation of material that was created with the Moodle learning management system, in order to provide teachers and learners with resources that can be made readily available online. These resources are accessible from computers and cellular phones with internet connectivity. The resources not only provide content, but also learning activities that can be used either by individual learners, or with a teacher in a classroom environment. In the absence of a teacher, the activities could also provide meaningful feedback to aid learners in the learning process. Two courses were created in the Moodle Learning Management System that cover work prescribed for Grade 12, English First Additional Language for the period 2009 to 2010; namely the prescribed short stories and the play, Nothing But The Truth by John Kani. A number of activities are evaluated according to usage and feedback that they provide. The outcome of the study is that it is possible to provide learners with online learning materials which will enable them to prepare thoroughly for the final examinations.
AFRIKAANSE OPSOMMING: Die daling in die Graad 12 slaagsyfer veroorsaak kommer in baie geledere. Alhoewel hierdie daling die gevolg kan wees van baie faktore, is een van die redes dat onderwysers en leerlinge hulle dikwels in 'n situasie bevind waar hulle nie die nodige toegang tot die nodige leermateriaal het nie. Hierdie studie doen ‘n formatiewe evaluering van die leerprogram wat ontwerp is met behulp van Moodle, 'n leerbeheerstelsel, om onderwysers en leerders van die nodige leermateriaal te voorsien. Die leermateriaal is toeganklik vanaf beide ‘n rekenaar en 'n selfoon met internet toegang. Hierdie leermateriaal verskaf nie net statiese inligting nie, maar bevat leeraktiwiteite wat deur leerders op hulle eie gebruik kan word, of saam met 'n onderwyser in 'n klaskamer. In die afwesigheid van 'n onderwyser kan die leermateriaal ook die nodige terugvoering verskaf, sodat dit leerders kan help in die leerproses. Twee kursusse is ontwerp as deel van 'n Moodle stelsel wat van die voorgeskrewe werk dek vir Graad 12, Engels Eerste Addisionele Taal vir die tydperk 2009 tot 2010; naamlik die voorgeskrewe kortverhale en die verhoogstuk, Nothing But The Truth, deur John Kani. 'n Aantal aktwiteite word evalueer ten opsigte van die gebruik en ook die terugvoering wat dit voorsien. Die resultate van die studie is dat dit wel moontlik is om voldoende studie materiaal aan Graad 12’s besikbaar te stel wat hulle kan gebruik om voor te berei vir die eindeksamen.
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Tangpijaikul, Montri. "The Thai university student's fine-tuning of discourse in academic essays and electronic bulletin boards performance and competence /." Phd thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/73139.
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Thesis (DAppLing)--Macquarie University, Faculty of Human Sciences, Dept. of Linguistics, 2009.Bibliography: p. 208-233.
Introduction -- Conceptual frameworks: language competence and the acquisition of modality -- Generic frameworks: speech, writing and electronic communication -- Linguistic frameworks: modality and related concepts -- Research design and methodologies -- FTDs in the ACAD and BB corpora -- Learner's use of FTDs in discoursal context and their individual repertoires -- Conclusions and implications.
While natural interaction is one of the important components that lead to successful language learning (Vygotsky 1978, 1986), communication in classroom practice in Thailand is mostly teacher-centered and not genuinely interactive. Online group communication is different because it allows learners to exercise interpersonal communicative skills through interaction and meaning negotiation, as in reciprocal speech situations. At the same time it gives learners time to think and produce language without having to face the kind of pressure they feel in face-to-face classroom discussion. The language learner's competence is thus likely to be enhanced by opportunities to communicate online, and to be more visible there than in academic contexts, although there is a dearth of experimental research to show this. One way of investigating the pedagogical potential of bulletin board discussions is to focus on the interpersonal linguistic devices used in textual interactions (Biber 1988). -- The purpose of this research is to find out whether students communicating online in bulletin board writing will exercise their repertoires of linguistic fine-tuning devices (hedges, modals, and intensifiers) more extensively than when writing academic essays. This was expected because hedges, modals and intensifiers are likely to be found in interactive discussions (Holmes 1983), while academic tasks do not create such an environment. Though hedges and modal devices are also found in academic genres (Salager-Meyer 1994, Hyland 1998), those used tend to be academic in function rather than communicative. -- In order to compare the frequency and variety of the fine-tuning devices used by learners in the two mediums, data was gathered from 39 Thai students of English at Kasetsart University, from (1) their discussions in online bulletin boards and (2) their academic essays. Tasks were assigned on parallel topics in three text types (narrative, explanatory, argumentative) for both mediums. The amount of writing was normalized to create comparable text lengths. Measures used in the quantitative analysis included tallying of the types and tokens of the experimental linguistic items, with the help of the AntConc 2007 computer concordancer. Samples of written texts from the two mediums were also analyzed qualitatively and compared in terms of their discourse structure (stages, moves and speech acts), to see which functional segments support or prompt particular types of pragmatic devices. -- The findings confirm that in electronic bulletin boards the students exercise their repertoires of fine-tuning devices more frequently, and use a greater variety of pragmatic functions than in academic essays. This is probably because online discussion fosters interactions that are more typical of speech (Crystal 2006), and its structure allows for a series of interpersonal moves which have no place in academic tasks. Text-type also emerged as a significant factor: writing argumentative texts prompted greater use of modals and intensifiers than the narrative and explanatory ones. Thus students' communicative competence showed itself most fully in the argumentative online assignments, and was not so evident in academic and expository essays. Frequent use of modal and intensifying elements was also found to correlate with the students' English proficiency grades, and how regularly they wrote online. This incidentally shows the importance of exposure to L2 in language acquisition, and that lower-proficiency learners need more opportunities to exercise their L2 resources in interactive discourse, in order to develop competence in using them. -- These research findings support Long's (1996) 'Interaction Hypothesis', that learners learn best in situations that cater for interaction; and Swain's (1985) 'Output Hypothesis', that learners need the chance to exercise their language naturally in a variety of contexts -through academic tasks as well as social interactions, which are equally important for language education. Extended performance opportunities undoubtedly feed back into the learner's communicative competence.
Mode of access: World Wide Web.
xi, 389 p. ill
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Lun, Suen Caesar, and 藺蓀. "An integrated approach to computer-assisted language learning (ICALL)." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B45014838.
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Romaya, Pat. "The professional development of tourist police in Thailand : an investigation into English communication competency." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2009. https://ro.ecu.edu.au/theses/161.
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Tourism plays a. major role in the economy of Thailand and the service sector has been oriented to the provision of services for international tourists, many of whom are native or non-native speakers of English. The Royal Thai Police have a Tourist Police Division (TPD) whose officers assist tourists in various ways, and English is a dominant means of communication in this role. However, the English language competency of the officers is often insufficient for their task. Enhancing effective communication between Tourist Police (TP) officers and foreign tourists is, therefore, an important goal of the TPD. It has endeavoured to do this by implementing e-learning English courses for its personnel. This portfolio aims to examine these courses and the needs of the Tourist Police. Recommendations and suggestions are made about how an English training course should be designed to meet the TP's needs for professional development. The problems of English communication faced by the TP officers with foreign tourists are examined, including the e-learning English course used. Documentary inquiry and small scale investigations were conducted to accomplish this. The TP officers' English competency was examined to elicit their responses to English communication, whilst the perceptions of foreign tourists were also explored to obtain their views towards the officers' competency in English. The current e-learning English course the TP officers undergo as part of their professional development was examined in terms of pedagogy, interface design and course content. The findings revealed that the TP officers found speaking and listening skills to be the most problematic aspect of communicating with foreigners in English. The foreign tourists perceived the TP officers used English comprehensibly, even though some barriers in communication were found in terms of pronunciation, grammatical misuse, and inadequate vocabulary. The issues identified from the e-learning analysis include technology literacy and access limitations, the quality of the e-learning course, the pedagogy and learning style used, and some affective factors. Guidelines and recommendations were developed to guide future research and development as well as TP administrators and the course providers so that they might be better guided in the successful development of future English language e-learning courseware.
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White, Steven John. "A portable natural language database query system." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25066.
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With the increased use of computerized databases, the ability to allow users to access information using natural language is becoming more desirable. There are many natural language systems in existence today. The main problem with these systems is the amount of expertise and effort required to adapt them to a new domain.
The design of a portable natural language front-end to a relational database is described in this thesis. It is designed so that a typical Database Administrator can implement a new domain in a reasonable amount of time. Database portability has been achieved by separating the domain dependent natural language definitions from the domain independent definitions. These domain dependent definitions are specified in the database schema, which is structured to extract the semantics contained in the structure of the actual database. A rich supply of standard definitions are available to both aid in the development of the database schema and to help force consistency amongst database domains.Science, Faculty of
Computer Science, Department of
Graduate
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David, Lynn Denise. "Computer assisted language activities: Are they all the same?" CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1578.
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This study examines English language learners working in pairs on two different types of computer programs to determine whether the quantity and quality of discourse varies with the type of software program. Also, to investigate how collaborative CALL activities can be designed to promote oral academic language proficiency.
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Wilcox, Catherine C. "Evaluating the effects of a reinforcement system for students participating in the Fast Forword language program." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002238.
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Huang, Shu-ling, and 黃淑玲. "Exploring the impact of different task-based language teaching scaffolding approaches in Wikispaces collaborative writing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/209556.
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Task-based Language Teaching is the process of experiential learning. Learners’ active involvement is central to this approach, i.e. Learning by Doing (Nunan, 2004).
Technology is able to provide individual remedial/tutorial assistance, allow differentiation, offer enriched content, enhance motivation and encourage involvement (Branden, 2006). With technology, students can enjoy more self-learning chances for improving language skills. The implementation of Task-based Language Teaching and Technology Infusion approaches will more effectively deliver second/foreign language lessons.
Technology brings affordances to TBLT, but also brings over challenges as well. Research studies on wiki-based collaborative writings have reported problems like students lacking relevant skills and failing to focus on form, which suggests the importance of adding scaffolding strategies.
This dissertation will examine and compare the effect of scaffolding approaches for Taskbased Language Teaching procedures in Wikispaces Collaborative Writing. Both treatment and control group students are given pre-task, three wiki-collaborative writing tasks and post task.
The researcher will concentrate on the study of how does Technology enhance the Taskbased Language Teaching (TBLT)? How to best implement both Task-based Language Teaching (TBLT) and Technology Integration/Infusion with different scaffolding approach, in order to motivate students’ learning interest, enhance “Second Language Acquisition” (SLA), and improve collaborative writing strategies/ skills.
Furthermore, whether the scaffolding approaches will contribute to positive difference on learners’ fluency, accuracy and complexity by means of these collaborative writing tasks will be also examined.published_or_final_version
Education
Master
Master of Education
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Kraemer, Angelika Natascha. "Engaging the foreign language learner using hybrid instruction to bridge the language-literature gap /." Diss., Connect to online resource - MSU authorized users, 2008.
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Thesis (Ph.D.)--Michigan State University. Dept. of Linguistics and Germanic, Slavic, Asian, and African Languages, 2008.Title from PDF t.p. (viewed on July 2, 2009) Includes bibliographical references (p. 253-272). Also issued in print.
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Hsueh, Su-Ling. "Design, Development and Evaluation of Chinese Radical and Character Tutorial by Hypermedia." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd834.pdf.
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Koh, Kyu Han Seals Cheryl D. "PineHill a novel approach to computer aided language learning /." Auburn, Ala., 2007. http://hdl.handle.net/10415/1365.
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Sawyer, Paul R. Rutter Russell. "Evaluating the design and delivery of an online technical writing course." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9819898.
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Thesis (Ph. D.)--Illinois State University, 1997.Title from title page screen, viewed June 29, 2006. Dissertation Committee: Russell Rutter (chair), James Kalmbach, Gerald Savage. Includes bibliographical references (leaves 158-162) and abstract. Also available in print.
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Guillory, Helen E. (Helen Elizabeth). "Computer Applications to Second Language Acquisition." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc504628/.
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This thesis is intended to give a panorama of technology in foreign language pedagogy. Although my field of study is French, the computer applications under scrutiny do not relate solely to the teaching of French. This paper begins with a criticism of the rigid listen-and-repeat language laboratory concept while tracking the rise of communicative language learning theory; follows the microprocessor revolution in language consoles; documents the development of computer-assisted instruction; showcases software evaluations of computer-assisted language learning; explores telecommunications; discusses satellite dishes and other computer peripherals; presents the results of a survey of Texas universities; and concludes with the presentation of the evolving language media center.
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Staffan, Kenneth E. "An intelligent tutoring system for the German language /." Online version of thesis, 1993. http://hdl.handle.net/1850/11732.
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Riggs, Arthur Hughes. "Evaluating IT in ESP: action research comparing web-based and classroom-based instruction." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B3194467X.
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Williams, George Edward. "The effects of computer assisted language learning and specially designed academic instruction in English on second language acquisition." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2954.
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The purpose of this study was to compare the effectiveness of two methods of instruction for second language acquisition. The first method used a computer based software program known as English Language Learning Instructional System (ELLIS). The second method used Specially Designed Academic Instruction in English (SDAIE).
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Malie, Tebogo Ma'Khopotso. "Improve your essay writing : the essential guide." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/21239.
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Thesis (MPhil)--University of Stellenbosch, 2005.ENGLISH ABSTRACT: The application designed is an attempt to solve the problems that students face in writing well balanced academic essays. These are essays that are correct in structure and form, coherent and cohesive, well referenced, and not plagiarised. These concerns are addressed in five basic units. These are "Where to Start", "The Basic Structure", "Paragraphing", "Referencing" and "Exercises". The exercises serve as a summary of all the units. This application derived out of the needs of the students of the University of Botswana. The content was a result of a needs analysis done through observation and interviews. The evaluation of the application was done by the students themselves and fellow students at Stellenbosch University.
AFRIKAANSE OPSOMMING: Hierdie voorlegging is 'n soeke na 'n oplossing vir die probleme wat studente ondervind om 'n goed-gebalanseerde akademiese essay (werkstuk, proefskrif, tesis) te skryf. Hierdie is essays wat in struktuur en vorm korrek is, duidelik en relevant is, korrekte verwysings het en nie nageskryf (plagiaat) is nie. Die probleme is in vyf afdelings bespreek; nl. "Waar om te Begin", "Die Basiese Struktuur", "Paragrawe", "Verwysings" en "Oefeninge". Die oefeninge dien as opsomming vir al die eenhede. Hierdie voorlegging het ontstaan uit ’n behoefte van die studente by die Universiteit Botswana. Die inhoud was die resultaat van 'n behoefte-analise wat deur observasie en onderhoude gedoen is. Die evaluasie is deur die betrokke studente en studente aan die Universiteit Stellenbosch gedoen.
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Yang, Wan Chi (Ada Yang). "The enlightened Chinese characters : a cognitive approach of computer assisted Chinese character learning." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/2428.
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Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2006.With continuing advances in technology, computer-assisted instruction provides opportunities for individualized, interactive learning. In the research paper, I employed the theoretical framework of CALL and the philosophy of cognitive psychhology to promote learner autonomy in the second language aquisition of Chinese...
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Chien, Ya Chi. "Effects of computer-assisted language learning (CALL) instruction on the acquisition of passive grammatical forms by post-secondary English as a second language (ESL) students." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4869.
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The purpose of this study is to compare Computer-Assisted Language Learning (CALL) grammar instruction with traditional classroom teacher-directed grammar instruction for post-secondary English as a Second Language (ESL) students enrolled in an Intensive English Program (IEP). Students' achievement was measured by their performance on the three measures (multiple-choice, cloze/fill-in-the-blank, and open-ended tests) of passive grammatical forms. This study gathered quantitative data on students' performance on the three measures for both teacher-directed and CALL instruction groups as well as qualitative data with respect to CALL participants' perception of the Azar Interactive online grammar instruction program. Results of the mixed design repeated measures factorial MANOVA (multivariate analysis of variance) showed that there was no statistically significant difference in acquisition of the passive grammatical forms for ESL students taught in a conventional classroom setting as compared to those taught solely by CALL. However, there was a statistically significant increase in scores on the open-ended tests for Level 4, the most advanced students at the IEP from pretest to delayed test as well as from posttest to delayed test. Students' level of proficiency affected the amount of increase in their scores over time regardless of the method of instruction. This study has offered a research-based indication that CALL instruction was as effective as traditional classroom teacher-directed instruction for teaching grammar to students of different levels of English proficiency. Recommendations for future research have also been discussed.ID: 030422720; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 176-187).
Ed.D.
Doctorate
Teaching, Learning and Leadership
Education and Human Performance
Curriculum and Instruction
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Tso, Shu-fai, and 曹樹輝. "The effectiveness of computer-assisted learning in stimulating vocabulary learning of children with mild mental handicap." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960509.
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Hyte, Heidi D. "The Effects of Computer-Based Metacognitive Strategy Training for Adult Second Language Learners." BYU ScholarsArchive, 2002. https://scholarsarchive.byu.edu/etd/4816.
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The purpose of this study was to investigate the effects of a metacognitive language learning strategy training program that was implemented into computer-assisted language learning (CALL) software on second language learners' independent use of metacognition and language learning strategies (LLS). Questions under investigation included what effect this metacognitive training had on learners' independent use of metacognition, the differences in use of metacognitive strategies between fast and slow language learners, and the effect of learners' perceptions of metacognition on their use of LLS and specific metacognitive strategies.The subjects included 239 missionaries learning Spanish as a second language at the Missionary Training Center (MTC) in Provo, Utah where the learners experienced a rigorous, two-month language training program in their second language. The missionaries were randomly assigned to either the experimental group, which consisted of 120 missionaries, or control group, composed of 119 missionaries.
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Steenkamp, Andries Willem. "Focus on form in a framework for task-based Xhosa instruction in a specific purposes multimedia curriculum." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1247.
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Thesis (DLitt (African Languages))--University of Stellenbosch, 2009.This study explores how focus on form can be included by means of computer within a task-based approach to the teaching of as specific purposes isiXhosa course for student teachers ...
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Kojima, Makiko. "Promoting listening strategies use in elementary English as a foreign language computer-assisted learning environment." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1904.
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In Japan, English education in elementary schools is still in the process of innovation. The purpose of this project is to seek the most appropriate and effective way for elementary-level students to acquire listening skills in a computer-assisted language learning (CALL) environment.
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Cox, Sanet. "A framework for e-Learning support to language lecturers at a university of technology." Thesis, Cape Peninsula University of Technology, 2019. http://hdl.handle.net/20.500.11838/2824.
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Thesis (DTech (Informatics))--Cape Peninsula University of Technology, 2019.This study explored the perceptions and expectations that language lecturers have of e-Learning support. E-Learning has promised to enhance teaching and learning practices and yet it has not been optimally implemented. In the current complex context of Higher education in South Africa all lecturers are confronted with challenges. Language lecturers however have added strain being tasked with preparing students from the demanding, multi-cultural and multi-lingual context to communicate academically in the language of learning and teaching across all subject areas. Universities, in line with expectations from the White Paper on e-Education (South Africa. Department of Education, 2004), require lecturers to use a Learning Management System (LMS) during academic activity even though some lecturers are reluctant, for various reasons, to do so. Lecturer support has been identified as one way in which to promote smooth and optimal e-Learning uptake. Support is a service and for that reason the service delivery industry was consulted to find possible service quality solutions in aid of the assistance for lecturers. Teaching is a highly complex activity where pedagogy is significant in the incorporation of technology, which is what the TPACK (Technological Pedagogical and Content Knowledge) framework underscores. This framework represents the complexity of introducing technology to teaching, considering pedagogy, coupled with CALL (computer assisted language learning), which is a contemporary research domain. To aid the lecturer in introducing TPACK a qualified and trained support service is key. The insights and perspectives of an extensive literature review about the complex context of higher education in South Africa, language lecturers, e-Learning and support as a service are presented. The rationale for the inclusion of attention to service delivery with specific focus to perceptions and expectations is investigated and key issues related to language lecturers’ perceptions and expectations of LMS support are explored. This study identifies relevant elements of a support service for technology to optimise the teaching practice of language lecturers in a complex environment of higher education. The discrepancy between intended use of LMS and actual use thereof is addressed, while a framework of gaps regarding LMS support within a university of technology in South Africa was developed. This framework can assist with optimal support and ultimately contribute to the vision for higher education in South Africa as set out by the Department of Higher Education and Training in their White Paper on post-school Education and Training (2013) calling for transformation.
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Willardson, Veronique. "The Effectiveness of Computer-Enhanced Shadowing and Tracking Pronunciation Exercises for Intermediate Level Foreign Language Learners." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5751.
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This study examines the effectiveness of on-line video-assisted pronunciation exercises in beginning level classes of foreign-language learning. A review of the current literature on pronunciation is presented, followed by a description of a study used to test the effectiveness of computer-based exercises in improving pronunciation. The participants were a group of high school students that were members of a fourth year French class. As part of their regular class time, the students participated in two types of exercises, in-class group work and computer-lab self-directed exercises, in which the students watched videos with subtitles while repeating what they heard. Satisfaction with the program was determined by collecting feedback from the students using qualitative and quantitative surveys. The students found the videos interesting and appreciated the learning autonomy provided by the self-directed exercises. Improvement was assessed by comparing performance on pre- and post-tests measuring both free response and reading pronunciation. Significant improvements were observed in both categories, but the improvements in reading pronunciation were most striking. The results demonstrate that computer-based exercises can be engaging and effective in teaching French pronunciation, and can be readily incorporated into the high school classroom.
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Marsolais-Johnson, Suzanne Florence. "Enhancing foreign language learning through the integration of computer technology." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2672.
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This thesis demonstrates the effectiveness of using computer technology and the Internet to enhance classroom teaching. A variety of computer and internet based projects that complement lessons initiated by the classroom teacher provide real life situations for additional practice, reinforcement, motivation and greater student achievement.
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Hautemo, Aletta Mweneni. "An investigation of Wikipedia translation as an additive pedagogy for Oshikwanyama first language learning." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013139.
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The integration of Information and Communication Technology in the indigenous language classroom lags behind compared to other subjects. In many ways, indigenous language teachers find it difficult and to some extent, impossible to integrate ICT into their classroom activities. The focus of this study is to explore the ways in which ICT could be used as a learning tool in an Oshikwanyama First Language classroom. I investigated the use of Wikipedia translation as an additional teaching and learning tool. I concentrated on the impact that ICT tools have on learning, and the motivation it has on learners to learn Oshikwanyama. This qualitative case study was conducted in an urban school in northern Namibia. The adoption of ICT at the school is good as there is a full-fledged computer lab with unlimited wireless internet access. This was a requirement for the project to enable the participants to work online. I purposefully chose higher-level learners (Secondary phase) for this study. I conducted a survey with them on their access to and use of ICT devices in their daily lives, and thereafter conducted a basic computer workshop and a Wikipedia translation project with them. My research findings show that although the use of ICT is part of the learners’ lives, most of the communication through ICT devices is done in English not Oshikwanyama. Wikipedia translation offers a stimulating learning platform for learners to learn Oshikwanyama and English at the same time and this improved their performance in both languages. Furthermore, the Wikipedia translation, which was done collaboratively, gave learners the confidence to work with other learners to create knowledge. Lastly, Wikipedia translation motivates learners to learn Oshikwanyama and use it in their daily ICT interaction.
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Bailey, Stacey M. "Content Assessment in Intelligent Computer-aided Language Learning: Meaning Error Diagnosis for English as a Second Language." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1204556485.
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Charbonneau-Gowdy, Paula. "Forbidden fruit : identity, power and investment issues in learning a second language through computer mediated communication." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100334.
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In this inquiry, I use ethnographic research methods to uncover the tensions that a selected group of military officers and students from Central and Eastern Europe and Asia experienced learning English in Canada and in Europe. In both settings, I use a Participatory Action Research (PAR) approach to the inquiry to critically explore with the participants their experiences using computers for second language learning. We negotiate changes to their current perceptions of computer-assisted language learning (CALL) through the use of computer-mediated communication (CMC). This communication involved writing-based exchanges at the Canadian site and using state-of-the-art audio video transferring technology, in a multi-site videoconferencing setting with Europe. The study took place between 2001 and 2004. During the four phases of the study, I collected data through observations of online interchanges, collaborative dialogic interviews and participants' written texts in the form of journals and e-mails. Other important data sources included videotapes and field notes taken at the Canadian site and during three field trips to the European sites. I draw on Vygotsky's socio-cultural approach to language, Bakhtin's concept of learning as dialogic and Weedon's notion of identity as dynamic, constructed and contested through Discourses. The work of these three theorists helps to frame my understanding of the historical, political, cultural, pedagogical and personal influences on this multicultural group of English language learners as they negotiated their learning in a unique setting. The participants' stories suggest that video-based computer technology not only supported some of their investment in using their second language orally but also enabled them to construct more powerful subjectivities. The identity construction that took place in English online is an important consideration for these individuals from evolving democracies that are struggling for international connection and recognition. I argue that more stories need to be told so that SL researchers can re-examine their understanding and theories of language learning and communicative practices to include computer technology. I suggest that stories such as these also have important implications for learners, educators and policy makers as they consider their teaching and learning practices with computers in their second language learning contexts.
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Chang, Yueh-Ching. "Discourse and identity in online language learning a case study of a community college ESL classroom /." Diss., [Riverside, Calif.] : University of California, Riverside, 2010. http://proquest.umi.com/pqdweb?index=0&did=2019822811&SrchMode=2&sid=3&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1274718861&clientId=48051.
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Thesis (Ph. D.)--University of California, Riverside, 2010.Includes abstract. Title from first page of PDF file (viewed May 19, 2010). Available via ProQuest Digital Dissertations. Includes bibliographical references. Also issued in print.
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Wright, Regina Renee Veal. "High School World Language Teacher Perspectives on Computer-Mediated Communication Applications." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6153.
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Computer-mediated communication (CMC) offers opportunities to assist world language students to become global communicators in a digital society. However, perceptions of high school world language (HSWL) teachers on the suitability of these applications are not known. The purpose of this qualitative case study was to explore and document the professional perspectives of HSWL teachers who have taught over 10 years, to learn the benefits and obstacles that they must consider in teaching communicative language skills with CMC. The research questions explored possible reasons that would motivate or dissuade from teaching with these applications. The technology acceptance model extension (TAM2) provided the conceptual framework for this study because it elucidates the cognitive and social processes that affect teacher decisions when reviewing a technology to support their instruction. The collected data included 6 in-depth interviews, field observations, and document reviews. The data analysis began with a precoding based on TAM2, and coding to identify emergent themes such as student immaturity and content-specific professional development. In the findings, the teachers perceived CMC as unsuitable due to the digital divide and the focus on grammatical competence. However, the teachers noted the possible benefits of content-specific professional development. This study contributes to positive social change by providing insight into the current role of computer technology in HSWL instruction and suggestions for how to encourage teachers to adopt innovative uses of digital technology in their CLT practices.
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Yu, Xiao Ping (Amy). "CHINESE CHARACTER CHALLENGER 汉 字 挑 战 者 Supplementary courseware for assisting students learning Chinese characters." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/2680.
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Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2005.In this thesis, I pinpoint the challenge of character learning as my research problem, which is the subsequent motivation to explain the background and rationale of my research. I also discuss the theoretical concepts of Computer Assisted Language Learning (CALL) in relation to cognitive psychology, the constructivist learning theory and Second Language Acquisition theories. This leads to the presentation of my considerations regarding design principles, strategic approach and other relevant decisions. The multimedia project I designed, named the “Chinese Character Challenger”, a “supplementary courseware for assisting students learning characters”, is an informational and educational-oriented website. It provides learners with the necessary knowledge, hints, tips and sources to cope with their specific learning problems and to achieve their learning potential. It also introduces external resources of learning if learners need further research. The purpose of the website is to assist, to motivate and to further guide students’ learning. To conclude, I have discussed some open issues with regards to adding value in the learning environment.
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Baron, Elizabeth Mary. "The role of teacher cognition in the integration of technology into English teaching: a case study." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003637.
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Technology, in one or more of its various forms, is now a part of everyday life for most South African citizens. Many schools are equipped with various forms of technology, at great cost to sponsors, schools, parents or the government. However, this technology is not always exploited and full use is not made of it. As access is not the issue, other factors needed to be considered: in this case, teachers’ beliefs, attitudes and knowledge. This thesis explores the cognitive factors which affect the acceptance and use of technology. Teacher cognition and the factors which influence teacher cognition were examined. Following Borg, teacher cognition is defined as “the unobservable cognitive dimension of teaching – what teachers know, believe and think” (Borg, 2003, p. 81). Teacher cognition determines whether or not a teacher will use technology, if the external barrier of access is removed. In order to study the various aspect of teacher cognition, a case study was performed, which studied 6 teachers at 4 schools. All the schools in this study had some level of access to technology. Following Borg, initial experiences with the educational system (i.e. the teacher’s experience as a learner), teacher training, the context the teacher worked in (as well as social factors and private use) and classroom experience were all examined in order to discover the factors which most affect technology acceptance in teaching. The findings show that having easy access to well-maintained and functioning technology cannot be underestimated. In the study, support from other teachers, particularly those in leadership roles, led to an increase in technology use. This support needed to be explicit; general support did not seem to be effective. These findings suggest that technology integration needs to happen at a ‘whole school’ level.
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Coetzee, Marisca. "Tjommie en Vriende - an interactive language journey through the wonders of Afrikaans : a computer-based programme for international students." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/1619.
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Thesis (MPhil (Afrikaans and Dutch))—University of Stellenbosch, 2006.Computers play an influential role in our daily lives. Language teachers need to understand the importance of computers and the role computers can play in language learning and instruction. This study investigated the effect of an interactive computer application, Tjommie en Vriende, on foreign language students’ accuracy in their Afrikaans language proficiency. The application aimed to improve students’ overall communicative competence, but accentuated linguistic competence, in three of the four language skills namely speaking, listening and reading.
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Betteridge, Amberly Patch. "An Evaluation of the Implementation of a CALL Program in a Pilot Curriculum at the Provo LDS Missionary Training Center." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2677.
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The current study examines the implementation of one computer-assisted language learning program (CALL) called Technology Assisted Language Learning (TALL) in a pilot language curriculum at the LDS Missionary Training Center. Because CALL implementation is determined in large part by how successfully users are able to use the computer program to learn language, a primary purpose of this study was to investigate which implementation issues affected the language learning success of the missionaries that used TALL in the pilot curriculum. A survey was, therefore, designed and administered to 86 missionaries from French, Spanish, German, and Mandarin language areas in order to determine which CALL user characteristics were predictive of TALL user success. Through a regression analysis , this study found that the most highly predictive factors on TALL user success were (a) a high indication of pro-activity on the part of the learners in figuring out how to use TALL to their advantage, (b) a high indication of goal-orientation in approaching TALL use with a specific purpose in mind, and (c) a high indication of interaction with the TALL program through frequent use of the electronic glossary feature, the "listen to your voice" feature, and the strategy of repeating out loud the words and phrases encountered while working on TALL. The missionary survey was also analyzed descriptively, and results from this analysis revealed that missionaries in the pilot curriculum felt that more training on how to use TALL effectively would have helped them to be more successful. Focus groups with the missionaries were also conducted in order to better understand their experiences with the TALL program. The analysis of these focus groups revealed that although many missionaries reported liking TALL, there were many who did not sufficiently understand how to successfully use it within the pilot curriculum; a lack of training seemed to be a big contributor to this lack of user success. Additionally, focus groups found that missionaries believed the TALL listening activities to be the most helpful TALL activities. A teacher survey was also designed and administered to the 19 teachers who taught missionaries in the pilot curriculum. Results of the teacher survey revealed a desire for more formal training on how to train missionaries to use the TALL program effectively. In conclusion and based on evidence in the literature and from this study, suggestions are provided for more effective teacher and learner training on TALL.
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Vraagom, Elvin. "Afrikaans as kommunikasietaal in sy elementêre vorm by derdetaalsprekers by Hoërskool Weston." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/2171.
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Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2007.Over the past three years, Weston High School has received an increasing number of Xhosa-speaking learners. They come from remote rural towns in the Eastern Cape. At present, there are approximately forty Xhosa-speaking learners at the school. Many of these learners understand very little English or Afrikaans while others speak “broken” Afrikaans and / or English. They have a lack op prior knowledge and their exposure to Afrikaans was limited. As part of this project, a computer programme was designed to support the Afrikaans language needs of these learners. The programme endeavours to develop the limited vocabulary and language abilities of these learners in elementary Afrikaans. The emphasis is on Afrikaans as a medium of communication. The programme has been developed according to the language needs of these learners. The design and composition of the project is based on general theoretical principals of computer-assisted language learning (CALL). The project is discussed and analysed within the CALL environment.
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Li, Kaiyan. "Unified modeling language class diagram translator for the online design pattern library system." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2194.
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The Unified Modeling Language (UML) is the successor to the wave of object-oriented analysis and design (OOA&D) methods that appeared in the late '80s and early '90s. The class diagram is one of the most useful diagrams in UML. The class diagram technique has become truly central within object-oriented methods.