Journal articles on the topic 'Language and languages Computer-assisted instruction Evaluation'
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Choi, Soo-Young. "APPLICATION OF COMPONENT DISPLAY THEORY IN DESIGNING AND DEVELOPING CALI." CALICO Journal 3, no. 4 (January 14, 2013): 40–45. http://dx.doi.org/10.1558/cj.v3i4.40-45.
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Component Display Theory—(Merrill 1983; Merrill, Kowallis, and Wilson 1981) has been developed to be an analytical theory-based instructional design guide. It was the rationale underlying the design of the TICCIT computer-assisted learning system. It forms also a major foundation for hundreds of hours of instruction designed by Courseware, Inc. This paper discusses step-by-step procedures of its use in designing a goal-oriented Computer Assisted Language Instruction (CALI), and in quantifying the effectiveness of the instruction as a preliminary evaluation tool.
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Bliss, Heather, Jennifer Abel, and Bryan Gick. "Computer-assisted visual articulation feedback in L2 pronunciation instruction." Journal of Second Language Pronunciation 4, no. 1 (May 31, 2018): 129–53. http://dx.doi.org/10.1075/jslp.00006.bli.
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Abstract Language learning is a multimodal endeavor; to improve their pronunciation in a new language, learners access not only auditory information about speech sounds and patterns, but also visual information about articulatory movements and processes. With the development of new technologies in computer-assisted pronunciation training (CAPT) comes new possibilities for delivering feedback in both auditory and visual modalities. The present paper surveys the literature on computer-assisted visual articulation feedback, including direct feedback that provides visual models of articulation and indirect feedback that uses visualized acoustic information as a means to inform articulation instruction. Our focus is explicitly on segmental features rather than suprasegmental ones, with visual feedback conceived of as providing visualizations of articulatory configurations, movements, and processes. In addition to discussing types of visual articulation feedback, we also consider the criteria for effective delivery of feedback, and methods of evaluation.
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Strei, Gerry. "FORMAT FOR THE EVALUATION OF COURSEWARE USED IN COMPUTER-ASSISTED LANGUAGE INSTRUCTION (CALI)." CALICO Journal 1, no. 2 (January 14, 2013): 43–46. http://dx.doi.org/10.1558/cj.v1i2.43-46.
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Zou, Xiao Wei, Xiao Li Wang, and Yan Wang. "Analysis of Reliability and Validity in Computer Assisted English Teaching Test." Advanced Materials Research 989-994 (July 2014): 5029–32. http://dx.doi.org/10.4028/www.scientific.net/amr.989-994.5029.
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With the rapid development of computer technology, the computer has rapidly entered our daily life. People begin to use the computer for scientific research, production, entertainment, and information consulting and other activities widely, which brings about the Computer Aided Designing, Computer Aided Manufacturing, Computer Aided Instruction in order to improve the efficiency and quality of life. Using computer technology in language testing has become the trend of language testing both at home and abroad. Communicative language teaching becomes the guiding ideology and theoretical basis of modern language testing. The reliability and validity in computerized language assessments have become the two important criteria of evaluation of test quality. Computer Assisted English test with its unique advantages has opened up a new heaven and earth for English test.
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Levine, Adina, Orna Ferenz, and Thea Reves. "A computer-mediated curriculum in the EFL academic writing class." ReCALL 11, no. 1 (May 1999): 72–79. http://dx.doi.org/10.1017/s0958344000002111.
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AbstractThe purpose of this study was to investigate the application of a computer mediated curriculum in the instruction of advanced written academic communication skills in a non-immersion situation. While previous studies have focused upon collaborative writing within a computer networked environment (Gregor & Cuskelfy 1994), the use of computer-tutorial programs (Warschauer, Turbee & Roberts 1996), or the additive effects of supplemental computer-based instruction (Chun 1994), the present study dealt with the implementation of a fully computer based EFL writing curriculum through the use of authentic electronic computer programs. The following research questions were posed at the outset of the study:1. To what extent does the use of authentic tools, tasks and environment encourage communicative competence in the computer networked EFL academic writing classroom?2. What is the effect of computer mediated instruction on teacher-student interaction, collaborative learning, and students' attitudes and motivation?3. What are the benefits gained from a computer-assisted portfolio assessment?The investigation design consisted of an experimental group which studied exclusively in the computerised lab and a control group which was taught in a regular classroom according to conventional teaching methods. Data collecting instruments comprised background and attitude questionnaires, on-site observations, informal interviews, and systematic evaluation and assessment. Findings indicate that authentic tools, tasks and environment are a strong motivating factor. While the compter-nelworked environment enhanced the teacher-student interaction, it diminished peer collaboration. Computer-assisted portfolio assessment appears to be advantageous to both the instructor and students.
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Solodka, Anzhelika, Liliia Ruskulis, Olha Demianenko, and Svitlana Zaskaleta. "MALL Instructional Course Design: Constructing Out-of-Class Experience." Arab World English Journal, no. 8 (July 25, 2022): 40–55. http://dx.doi.org/10.24093/awej/call8.3.
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Mobile-assisted language learning (MALL) is a new channel of learning languages. The usage of MALL instructional design integrates mobile devices with educational scenarios of teaching foreign languages. The study explores the central issue of how MALL instructional course design could help students to construct an out-of-class MALL experience. The research investigates the practical characteristics of MALL instructional design, which lead to foreign language acquisition. The study had three objectives: to explore the perceptions of students and needs in MALL; to create a conceptual framework of MALL instructional course design; to summarize the results in pedagogical implications to the course. The data came from an exploratory study of employing MALL in instructional course design at the tertiary level within the first semester of 2021. This study analyses the feedback of 32 students about the effectiveness of the MALL activities and students’ satisfaction. The research shows how student feedback stimulates investigation into MALL instruction and evaluation of its design. The researchers used qualitative and quantitative analyses. The results of the study, conducted in three stages, helped to develop a design framework. The research proved that designing the MALL activities supported interaction, communication, access to resources, and people within the network community practice. MALL course design promoted active collaborative learning that helped students to construct the MALL experience in the real-world environment. The researchers provide recommendations on combining various MALL facilities and channels of communication that mobiles afford.
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Applegate, Anthony J., and Mary DeKonty Applegate. "PRINCIPLES FOR THE EVALUATION OF COMPUTER‐ASSISTED INSTRUCTION IN THE TEACHING OF READING AND LANGUAGE ARTS." Journal of Reading, Writing, and Learning Disabilities International 4, no. 3 (January 1988): 215–21. http://dx.doi.org/10.1080/0748763880040306.
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Titze, Ingo R., Darrell Wong, Martin A. Milder, Susan R. Hensley, and Lorraine O. Ramig. "Comparison Between Clinician-Assisted and Fully Automated Procedures for Obtaining a Voice Range Profile." Journal of Speech, Language, and Hearing Research 38, no. 3 (June 1995): 526–35. http://dx.doi.org/10.1044/jshr.3803.526.
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A comparison was made between two methods of obtaining a voice range profile. One method was traditional, involving a clinician who gave instructions, motivated the subject to achieve the greatest intensity range, and determined when the goal was achieved. The second method was completely automated, involving the use of a videotape for instruction and a computer for elicitation and evaluation. Ten men and 10 women with normal voices participated as subjects in the study, and a counterbalanced design was used. Results indicated that there is no obvious preference for the use of either method, although considerable individual differences are noted.
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Conde, Patricia, and Francisco Ortin. "JINDY: A java library to support invokedynamic." Computer Science and Information Systems 11, no. 1 (2014): 47–68. http://dx.doi.org/10.2298/csis130129018c.
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Java 7 has included the new invokedynamic opcode in the Java virtual machine. This new instruction allows the user to define method linkage at runtime. Once the link is established, the virtual machine performs its common optimizations, providing better runtime performance than reflection. However, this feature has not been offered at the abstraction level of the Java programming language. Since the functionality of the new opcode is not provided as a library, the existing languages in the Java platform can only use it at the assembly level. For this reason, we have developed the JINDY library that offers invokedynamic to any programming language in the Java platform. JINDY supports three modes of use, establishing a trade-off between runtime performance and flexibility. A runtime performance and memory consumption evaluation is presented. We analyze the efficiency of JINDY compared to reflection, the MethodHandle class in Java 7 and the Dynalink library. The memory and performance costs compared to the invokedynamic opcode are also measured.
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O’BRIEN, ANNE, and VOLKER HEGELHEIMER. "Integrating CALL into the classroom: the role of podcasting in an ESL listening strategies course." ReCALL 19, no. 2 (May 2007): 162–80. http://dx.doi.org/10.1017/s0958344007000523.
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Despite the increase of teacher preparation programs that emphasize the importance of training teachers to select and develop appropriate computer-assisted language learning (CALL) materials, integration of CALL into classroom settings is still frequently relegated to the use of selected CALL activities to supplement instruction or to provide additional practice. For the most part, we are still quite a way from what Bax (2003) calls the normalization stage of CALL, i.e., the stage where CALL becomes invisible and truly integrated. Podcasting, a new method of delivering on-demand audio and video files via the Web, shows promise as a technology that may allow teachers to expand the confines of their classrooms, and is becoming increasingly popular in educational contexts. Current use of podcasting in education remains, however, limited primarily to the delivery of recorded lectures in a portable, online format. We believe podcasting has the potential to not only act as a rich source of input and instruction for students in the language classroom, but also to transform instruction. Consequently, this paper describes a structured attempt to integrate CALL activities in the form of podcasts into an academic English as a Second Language (ESL) course on listening strategies. Preliminary evaluation of this ongoing project suggests that both the teacher and the students find the podcasts to be a positive component of the course.
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Xelegati, Rosicler, and Yolanda Dora Martinez Évora. "Development of a virtual learning environment addressing adverse events in nursing." Revista Latino-Americana de Enfermagem 19, no. 5 (October 2011): 1181–87. http://dx.doi.org/10.1590/s0104-11692011000500016.
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The authors have developed a Virtual Learning Environment (VLE) addressing the management of adverse events to promote continuing education for nurses, including the following themes: pressure ulcer, medication errors, phlebitis, fall, and loss of nasogastroenteral probes. The pedagogical framework was grounded on the information processing theory and this applied study used the Computer Assisted Instruction (CAI) model to develop the program. The environment was developed with HTML language through Microsoft Office Word 2003®. The authors developed evaluation exercises in each module through the Hot Potatoes program, version 6.0 for Windows. The conclusion is that the methodology utilized was appropriate for achieving the proposed objectives. In the future, the authors will assess the developed product and verify the possibility of using it in nursing services.
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Versluis, Edward B. "Response to Bruce T. Petersen, et alia, "Computer-Assisted Instruction and the Writing Process: Questions for Research and Evaluation,"." College Composition and Communication 36, no. 3 (October 1985): 346. http://dx.doi.org/10.2307/357981.
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Li, Kuo-Chen, Maiga Chang, and Kuan-Hsing Wu. "Developing a Task-Based Dialogue System for English Language Learning." Education Sciences 10, no. 11 (October 28, 2020): 306. http://dx.doi.org/10.3390/educsci10110306.
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This research involved the design of a task-based dialogue system and evaluation of its learning effectiveness. Dialogue training still heavily depends on human communication with instant feedback or correction. However, it is not possible to provide a personal tutor for every English learner. With the rapid development of information technology, digitized learning and voice communication is a possible solution. The goal of this research was to develop an innovative model to refine the task-based dialogue system, including natural language understanding, disassembly intention, and dialogue state tracking. To enable the dialogue system to find the corresponding sentence accurately, the dialogue system was designed with machine learning algorithms to allow users to communicate in a task-based fashion. Past research has pointed out that computer-assisted instruction has achieved remarkable results in language reading, writing, and listening. Therefore, the direction of the discussion is to use the task-oriented dialogue system as a speaking teaching assistant. To train the speaking ability, the proposed system provides a simulation environment with goal-oriented characteristics, allowing learners to continuously improve their language fluency in terms of speaking ability by simulating conversational situational exercises. To evaluate the possibility of replacing the traditional English speaking practice with the proposed system, a small English speaking class experiment was carried out to validate the effectiveness of the proposed system. Data of 28 students with three assigned tasks were collected and analyzed. The promising results of the collected students’ feedback confirm the positive perceptions toward the system regarding user interface, learning style, and the system’s effectiveness.
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Wang, Jian, and Lifang Bai. "Unveiling the Scoring Validity of Two Chinese Automated Writing Evaluation Systems: A Quantitative Study." International Journal of English Linguistics 11, no. 2 (January 17, 2021): 68. http://dx.doi.org/10.5539/ijel.v11n2p68.
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Computer Assisted Language Learning (CALL) has been a burgeoning industry in China, one case in point being the extensive employment of Automated Writing Evaluation (AWE) systems in college English writing instruction to reduce teachers’ workload. Nonetheless, what warrants a special mention is that most teachers include automatic scores in the formative evaluation of relevant courses with scant attention to the scoring efficacy of these systems (Bai & Wang, 2018; Wang & Zhang, 2020). To have a clearer picture of the scoring validity of two commercially available Chinese AWE systems (Pigai and iWrite), the present study sampled 486 timed CET-4 (College English Test Band-4) essays produced by second-year non-English majors from 8 intact classes. Data comprising the maximum score difference, agreement rate, Pearson’s correlation coefficient and Cohen’s Kappa were collected to showcase human-machine and machine-machine congruence. Quantitative linguistic features of the sample essays, including accuracy, lexical and syntactic complexity, and discourse features, were also gleaned to investigate the differences (or similarities) in construct representation valued by both systems and human raters. Results show that (1) Pigai and iWrite largely agreed with each other but differed a lot from human raters in essay scoring; (2) high-human-score essays were prone to be assigned low machine scores; (3) machines relied heavily on the quantifiable features, which, however, had limited impacts on human raters.
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Clark, John L. D. "Toward a Research and Development Strategy for Computer-Assisted Language Learning." CALICO Journal 5, no. 3 (January 14, 2013): 5–23. http://dx.doi.org/10.1558/cj.v5i3.5-23.
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This article describes and recommends an approach to CALL-related research and development activities in which the CALL portion of the learning process is not addressed in isolation but as part of a total instructional system which also includes the live teacher, textbooks and other print materials, outside-of-class learning opportunities, and numerous other non-technological components. In order to determine the optimum instructional strategy (including CALL) to be used in a given language learning situation, the instructional developer must first assemble detailed information about the intended outcome goals of the instruction, as well as about the language background, language learning aptitude, and other input characteristics of the students to be taught. Only after these crucial initial steps have been taken does it become possible to meaningfully and effectively consider the appropriate instructional strategies to be used in developing the intended outcome performance abilities on the students' part. Eight major procedural steps are discussed for developing, refining, and evaluating the efficiency and effectiveness of language teaching programs based on the input-process-output model described.
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Triyoga, Arilia. "Evaluating the Instructional Materials for Peer Assisted Learning Program (PALP)." Asian Social Science 15, no. 1 (December 28, 2018): 37. http://dx.doi.org/10.5539/ass.v15n1p37.
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ESL classroom implements the use of instructional materials to support instruction in classroom. Instructional material is defined as anything which is deliberately used to increase the learners’ knowledge and/or experience of the language (Tomlinson, 2011). Textbook, video, newspaper can be used as materials in the English instruction. This research aims to evaluate the instructional material for Peer Assisted Learning Program (PALP) based on Mukundan’s categorization in the form of English Language Teaching Textbook Evaluation Checklist (ELT-TEC) (2013) and to find whether the material is useful or not the material for PALP. Peer Assisted Learning Program (PALP) is a peer tutoring program initiated by the English Education Department to encourage the students to speak English fluently and to perform better. The data of this descriptive quantitative research are taken from the instructional material for PALP and these are classified based on the categorization checklist of Mukundan’s English Language Teaching Textbook Evaluation Checklist (ELT-TEC). The total score will be the consideration of the materials’ usefulness. Based on the analysis, it is found that the instructional material for PALP is on the moderate usefulness. This finding can give a significant contribution the PALP itself.
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Papadima-Sophocleous, Salomi. "Teacher Education for Language Assessment and Testing: Postgraduate Program Evaluation from its Students’ Perspective." Colombian Applied Linguistics Journal 24, no. 1 (April 22, 2022): 67–88. http://dx.doi.org/10.14483/22487085.17373.
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A review of research conducted on language assessment teacher education (TE) revealed a lack of studies focused on the participants’ perspective. This work concentrates on the evaluation of an online computer-assisted language assessment and testing (CALAT) TE program offered for four consecutive years. The research was based on a conceptual, multidimensional e-learning evaluation model. The data were obtained from 19 practicing language teachers who attended the MA in Computer-Assisted Language Learning via an online anonymous survey focused on 1) the participants’ engagement; 2) course organization, teaching mode, and materials; 3) course strengths; 4) course aspects most helpful for learning; and 5) course aspects that constituted obstacles for learning. The results indicate the participants’ positive attitude towards the course; they highlighted that their knowledge, skills, and principles had improved, as well as the constructivist instructional design and the organization, teaching modes, and materials of the course, which motivated them and involved them in active interaction and collaboration. The participants also perceived the assessment practices performed during the course in a positive way, which favored their learning and teaching practice within the classroom. The results also include some recommendations for course improvement.
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Quintos, Sherrilyn B., Yolanda D. Reyes, Cynthia M. Ronquillo, and Rowell de Guia. "Effectiveness of Online Course in English Using Content-Based Instruction (CBI)." Proceedings Journal of Interdisciplinary Research 3 (October 29, 2016): 49–54. http://dx.doi.org/10.21016/irrc.2016.ju16ef043o.
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As educators realized that in order to successfully complete an academic task, second language (L2) learners have to master both English as a language form (grammar, vocabulary, etc.).There have been different approaches used in the reacquisition of mastery of the English language. One of which is the computer-based instruction. CBI is student-centered. One of its goals is to keep the interest and motives of the students by generating stimulating content instruction and materials, which can be done with the help of computers. The use of computer-based instruction in language learning serves as a tool in facilitating learning. It helps learners to progress at their own pace. This computer-based instruction can be programmed to be interactive and individualized. It can also be in the form of a stand-alone course to enhance or reinforce classroom learning. This kind of interactive learning using online activities to enhance language proficiency helps the teachers to achieve their goals in language learning and at the same time provide comprehensible input from discourse context. Though there are also limitations to this kind of learning but those limitations are expected to be addressed inside the classroom where the teacher is around. With this, research studies about CBI emerged evaluating its effectiveness. This is the second phase of our study, which is an online course using content-based instruction. It is a computer-assisted, interactive platform for English language learning, which targets language skills, such as reading, writing, and grammar using a variety of content-based materials from different sources like science, history, and social sciences. Lessons hosted were planned and developed for 1st-year students of BPSU to pave the way in achieving BPSU’s mission of making its academic offerings and its students globally competitive. The selection of reading texts used as part of the lesson was carefully written as well as adapted to suit the needs of the students. There were 10 lessons available hosted on the site for the students to try and for the researchers to evaluate the course. This was trialed for a month with the control and experimental group. The researchers would like to make an in-depth analysis on the effectiveness of the online courses in English using content-based instruction.
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Naqvi, Syed Rameez, Ali Roman, Tallha Akram, Majed M. Alhaisoni, Muhammad Naeem, Sajjad Ali Haider, Omer Chughtai, and Muhammad Awais. "An Optimization Framework for Codes Classification and Performance Evaluation of RISC Microprocessors." Symmetry 11, no. 7 (July 19, 2019): 938. http://dx.doi.org/10.3390/sym11070938.
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Pipelines, in Reduced Instruction Set Computer (RISC) microprocessors, are expected to provide increased throughputs in most cases. However, there are a few instructions, and therefore entire assembly language codes, that execute faster and hazard-free without pipelines. It is usual for the compilers to generate codes from high level description that are more suitable for the underlying hardware to maintain symmetry with respect to performance; this, however, is not always guaranteed. Therefore, instead of trying to optimize the description to suit the processor design, we try to determine the more suitable processor variant for the given code during compile time, and dynamically reconfigure the system accordingly. In doing so, however, we first need to classify each code according to its suitability to a different processor variant. The latter, in turn, gives us confidence in performance symmetry against various types of codes—this is the primary contribution of the proposed work. We first develop mathematical performance models of three conventional microprocessor designs, and propose a symmetry-improving nonlinear optimization method to achieve code-to-design mapping. Our analysis is based on four different architectures and 324,000 different assembly language codes, each with between 10 and 1000 instructions with different percentages of commonly seen instruction types. Our results suggest that in the sub-micron era, where execution time of each instruction is merely in a few nanoseconds, codes accumulating as low as 5% (or above) hazard causing instructions execute more swiftly on processors without pipelines.
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Kocaman, Orhan, and Murat İskender. "The effect of computer-assisted foreign language teaching on the student’s attitude and success." Journal of Human Sciences 13, no. 3 (December 30, 2016): 6124. http://dx.doi.org/10.14687/jhs.v13i3.4346.
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This research was carried out to determine the impact of computer-assisted teaching on teaching English. The first phase of the research was designed as an experiment and computer-assisted teaching and traditional teaching methods were conducted synchronically in two different groups. In the second phase, effects of variables such as gender, age, receiving private lesson and types of high schools of the students who attended the implementation were analysed.The sample of the research consisted of 40 first year undergraduate students from the first bachelor’s level program and another 40 from the second bachelor’s level program in the Department of Computer Education and Instructional Technology in the Faculty of Education at Sakarya University in 2003-2004 academic year fall semester. The students of the first bachelor’s level program were assigned to be the control group and the students of the second bachelor’s level program were assigned to be the experimental group. The experimental group was given the computer-assisted lessons for twelve weeks but traditional teaching methods were meanwhile used in the classes of the control group. The experimental group used a compact disc in the laboratory as an educational material, which was prepared by the researcher.Data for attitude evaluation were gathered by questionnaires and success was evaluated through students’ examination grades. In determining the success rate, pre-test and post-test grades were used as the data.At the end of the research, the results revealed that traditional teaching methods caused the students grouped according to the variables such as gender, age, private lessons and types of high schools to develop a negative attitude towards English lessons whereas computer-assisted teaching method led the students to develop a positive attitude. Although it was observed that traditional teaching methods made a positive impact on the success of the students in English classes, this impact was weaker than computer-assisted teaching did in the other group. The students who studied English in computer-assisted teaching classes showed a more positive attitude towards English classes than the ones who studied English using traditional teaching methods.
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Nişancı, Görkem, Paul G. Flikkema, and Tolga Yalçın. "Symmetric Cryptography on RISC-V: Performance Evaluation of Standardized Algorithms." Cryptography 6, no. 3 (August 10, 2022): 41. http://dx.doi.org/10.3390/cryptography6030041.
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The ever-increasing need for securing computing systems using cryptographic algorithms is spurring interest in the efficient implementation of common algorithms. While the algorithms can be implemented in software using base instruction sets, there is considerable potential to reduce memory cost and improve speed using specialized instructions and associated hardware. However, there is a need to assess the benefits and costs of software implementations and new instructions that implement key cryptographic algorithms in fewer cycles. The primary aim of this paper is to improve the understanding of the performance and cost of implementing cryptographic algorithms for the RISC-V instruction set architecture (ISA) in two cases: software implementations of the algorithms using the rv32i instruction set and using cryptographic instructions supported by dedicated hardware in additional functional units. For both cases, we describe a RISC-V processor with cryptography hardware extensions and hand-optimized RISC-V assembly language implementations of eleven cryptographic algorithms. Compared to implementations with only the rv32i instruction set, implementations with the cryptography set extension provide a 1.5× to 8.6× faster execution speed and 1.2× to 5.8× less program memory for five of the eleven algorithms. Based on our performance analyses, a new instruction is proposed to increase the implementation efficiency of the algorithms.
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Kuznetsov, Andrei, Anton Lamtev, Iurii Lezhenin, Artem Zhuikov, Mikhail Maltsev, Elena Boitsova, Natalia Bogach, and Evgeny Pyshkin. "Cross-Platform Mobile CALL Environment for Pronunciation Teaching and Learning." SHS Web of Conferences 77 (2020): 01005. http://dx.doi.org/10.1051/shsconf/20207701005.
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Mobile technologies promote computer-assisted language learning (CALL) while mobile applications, being learner-oriented by design, provide a powerful founding to build individual self-paced environments for language study. Mobile CALL (MALL) tools are able to offer new educational contexts and fix, at least, partially, the problems of previous generations of CALL software. Nonetheless, mobile technologies alone are not able to respond to CALL challenges without cooperation and interaction with language theory and pedagogy. To facilitate and formalize this interaction several criteria sets for CALL software has been worked out in recent years. That is why an approach based on using mobile devices is a natural way to transfer the learning process from teaching-centered classroom to a process, which is oriented to individual learners and groups of learners with better emphasis on supporting individual learning styles, user collaboration and different teaching strategies. Pronunciation teaching technology in one of areas, where the automated speech processing algorithms and corresponding software meet the problems of practical phonology. Computer-assisted prosody teaching (CAPT), a sub-domain of CALL, is a relatively new topic of interest for computer scientists and software developers. Present-day advancement of mobile CAPT tools is supported by evolutionary processes in the theory of language learning and teaching. This paper explores language–technology relations using a case of StudyIntonation – a cross-platform multi-functional mobile CAPT tool based on a digital processing core for speech processing, visualization and estimation developed by the authors. We particularly address the problems of developing CAPT evaluation frameworks. To define the problematic points of the project and understand the directions for future work, we discuss an approach to formalized evaluation using a set of CAPT-specific criteria drawing attention to such evaluation factors as general descriptive information, instructional purposes, functionality, usability, and presentation.
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Xi, Tanping. "Research on the Evaluation Algorithm of English Viewing, Listening, and Speaking Teaching Effect Based on DA-BP Neural Network." Mobile Information Systems 2022 (March 26, 2022): 1–7. http://dx.doi.org/10.1155/2022/4621405.
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Improving the teaching of viewing, listening, and speaking courses is the key to produce better workers for society. Improving teaching quality is therefore a key teaching objective. One way to improve the quality of English instruction is to conduct a scientific evaluation of videos, audios, and spoken language instructions. This paper investigates the neural network model and the evaluation of teaching effect in depth in order to solve the complex nonlinear problem of evaluating the impact of English viewing, listening, and speaking. The DA-BP neural network model is proposed as a result of the existing research’s shortcomings. The BP neural network is basically an algorithm which is multilayered feed-forward network that is trained actually to the error back propagation algorithm. The accuracy of the BP neural network’s evaluation is influenced by its parameter selection in this paper, and the dragonfly algorithm (DA) is used to optimize the BP model’s initial connection weight and threshold parameters. According to the research results, DA-BP improves the accuracy of evaluating the viewing, listening, and speaking classroom teaching quality in college English and offers a new approach for evaluating the audio-visual classroom teaching effect in college English.
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Liou, Hsien-Chin. "Practical Considerations for Multimedia Courseware Development." CALICO Journal 11, no. 3 (January 14, 2013): 47–74. http://dx.doi.org/10.1558/cj.v11i3.47-74.
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Well grounded theoretical motivation for technological innovations should always lead CALL courseware development. Second language acquisition theories and practices, instructional design concepts, human factors research, and advances in educational technology can be relevant. However, the how-to aspects of courseware development, especially for the most popular star- multimedia, become immediate considerations and concerns once one chooses the platform on which to proceed. This paper addresses these practical aspects through the exploration of the development of a piece of English as a foreign language (EFL) interactive videodisc (IVD) courseware. The objective setting, instructional design, and on-line implementation are explained in detail. Subprocesses include data collection and analyses, content analysis, and screen design. About 95% of the courseware has been implemented and is ready for pilot testing. It consists of four units: an Introduction, Hyperscript, Film Viewing, and Film Viewing with Instruction. Hyperscript is a design using a hypertext format, while Film Viewing is designed with various kinds of on-line help. Film Viewing with Instruction is a module with a great deal of program control. Lastly, linkage to the language classroom, evaluation approaches, implications, and recommendations for future courseware development are discussed.
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Lehrer, Richard, Laura D. Harckham, Philip Archer, and Robert M. Pruzek. "Microcomputer-Based Instruction in Special Education." Journal of Educational Computing Research 2, no. 3 (August 1986): 337–55. http://dx.doi.org/10.2190/cr5t-yfnl-w4tx-ln3a.
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This article reports findings of an evaluation study examining the instructional effectiveness of varying software environments for 120 preschool special needs children. Cognitive distancing principles were applied to classify children according to symbolic competence prior to instruction and to classify child-software interactions during instruction. An aptitude-by-treatment interaction design contrasted children's learning in either Logo or instructional software contexts with a control condition. Dependent measures included indicators of preschool problem solving, skill acquisition, language development, cognitive development and affective development. Results indicated that a Logo-based environment enhanced children's problem-solving skills and their acquisition of linguistic pragmatics as compared to counterparts in a control condition. In contrast, an instructional software condition promoted children's acquisition of specific skills. Neither software environment enhanced children's global levels of cognitive or of affective development. We conclude with a caution that the medium is not the message.
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Majewska, Olga, Evgeniia Razumovskaia, Edoardo M. Ponti, Ivan Vulić, and Anna Korhonen. "Cross-Lingual Dialogue Dataset Creation via Outline-Based Generation." Transactions of the Association for Computational Linguistics 11 (2023): 139–56. http://dx.doi.org/10.1162/tacl_a_00539.
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Abstract Multilingual task-oriented dialogue (ToD) facilitates access to services and information for many (communities of) speakers. Nevertheless, its potential is not fully realized, as current multilingual ToD datasets—both for modular and end-to-end modeling—suffer from severe limitations. 1) When created from scratch, they are usually small in scale and fail to cover many possible dialogue flows. 2) Translation-based ToD datasets might lack naturalness and cultural specificity in the target language. In this work, to tackle these limitations we propose a novel outline-based annotation process for multilingual ToD datasets, where domain-specific abstract schemata of dialogue are mapped into natural language outlines. These in turn guide the target language annotators in writing dialogues by providing instructions about each turn’s intents and slots. Through this process we annotate a new large-scale dataset for evaluation of multilingual and cross-lingual ToD systems. Our Cross-lingual Outline-based Dialogue dataset (cod) enables natural language understanding, dialogue state tracking, and end-to-end dialogue evaluation in 4 diverse languages: Arabic, Indonesian, Russian, and Kiswahili. Qualitative and quantitative analyses of cod versus an equivalent translation-based dataset demonstrate improvements in data quality, unlocked by the outline-based approach. Finally, we benchmark a series of state-of-the-art systems for cross-lingual ToD, setting reference scores for future work and demonstrating that cod prevents over-inflated performance, typically met with prior translation-based ToD datasets.
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Jia, Jiyou. "An AI Framework to Teach English as a Foreign Language: CSIEC." AI Magazine 30, no. 2 (June 26, 2009): 59. http://dx.doi.org/10.1609/aimag.v30i2.2232.
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CSIEC (Computer Simulation in Educational Communication), is not only an intelligent web-based human-computer dialogue system with natural language for English instruction, but also a learning assessment system for learners and teachers. Its multiple functions—including grammar-based gap filling exercises, scenario show, free chatting and chatting on a given topic—can satisfy the various requirements for students with different backgrounds and learning abilities. After a brief explanation of the conception of our dialogue system, as well as a survey of related works, we will illustrate the system structure, and describe its pedagogical functions with the underlying AI techniques in detail such as NLP and rule-based reasoning. We will summarize the free Internet usage within a six month period and its integration into English classes in universities and middle schools. The evaluation findings about the class integration show that the chatting function has been improved and frequently utilized by the users, and the application of the CSIEC system on English instruction can motivate the learners to practice English and enhance their learning process. Finally, we will conclude with potential improvements.
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Mouti, Samar, and Samer Rihawi. "Special Needs Classroom Assessment Using a Sign Language Communicator (CASC) Based on Artificial Intelligence (AI) Techniques." International Journal of e-Collaboration 19, no. 1 (January 1, 2023): 1–15. http://dx.doi.org/10.4018/ijec.313960.
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This research focuses on deaf students in the United Arab Emirates. The proposed classroom assessment using sign language communicator (CASC) for special needs students (SN) in the United Arab Emirates is based on artificial intelligence (AI) tools. This research provides essential services for teaching evaluations, learning outcome assessments, and the development of learning environments. CASC model is composed of two models. The first model converts the speech to a sign language, which contains a speech recognizer, sign language recognizer. The second model converts the sign language to written text. This model generates a report for students' understanding and class evaluation in advance before ending the course based on the sign language recognition and image processing tools. This model will have a significantly positive impact on SN students' success and on effective lecturing and optimizing teaching and learning in the classroom. The accuracy of the model is 92%. The analysis of the student's feedback in real-time provides effective instructional strategies.
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Branvold, Dwight, Linda Li Chang, Glen Probst, and Junius Bennion. "Effectiveness of the Interactive Videodisc Workstation in Use in the English Language Center at Brigham Young University." CALICO Journal 4, no. 2 (January 14, 2013): 25–39. http://dx.doi.org/10.1558/cj.v4i2.25-39.
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Personnel in the McKay Institute and the English Language Center (ELC) at Brigham Young University have developed interactive videodisc workstations for use with non-native English-speaking students enrolled in the ELC program. These workstations, using the movie "Raiders of the Lost Ark" as an authentic language experience with student-controlled instructional processes, are evaluated according to their effectiveness and motivational value in teaching English as a second language. Nineteen ELC students (nine female and ten male) were involved in this three-week study. Two variations of the workstations were compared, each applying the instructional processes in different ways. Questionnaires and interviews were used to elicit subjects' affective responses and patterns of learning employed in the workstations. The results of the questionnaires and interviews indicated that both workstations were motivating and stimulating. These results should be viewed with the understanding that the subjects were volunteers. Pretest/posttest gain scores were used for two purposes: first, in an attempt to find significant differences in the instructional processes involved in this method of instruction, and second, to find whether one workstation was more effective than the other. The test was designed to measure the effectiveness of the workstations in teaching content, vocabulary, and idiomatic expressions. Significant difference in effectiveness between the workstations was found only in the area of idiomatic expressions. Differences in the application of the instructional processes, however, proved substantial for the subjects and merit attention. This is a report of an evaluation and therefore may not be generalized for all interactive videodisc workstations. It may prove helpful, however, to those who anticipate incorporating interactive videodisc into their language lab.
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van Els, Theo J. M., Kees P. H. M. de Graauw, and Maria W. W. Stortelder. "Grammatical feedback in a computer-based editing task." Australian Review of Applied Linguistics 11, no. 1 (January 1, 1988): 176–88. http://dx.doi.org/10.1075/aral.11.1.14van.
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Abstract An editing-test tests general language competence. The testee has to delete randomly inserted new words from an otherwise complete and perfect text. The project reported on is an evaluation of a series of lessons in Dutch as a second language of which explicit grammatical feedback is the main feature. The lessons consist of texts adapted as editing-tests, entirely administered and controlled by microcomputer. The feedback provided mainly refers to rules formulated in the pupils’ grammar, which is stored in the microcomputer. The paper provides information on the feedback – its contents and its instructional design – and, in particular, on the main results obtained.
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Lockee, Barbara B., and David M. Moore. "Hypermedia and the Facilitation of Native American Language Learning: Preserving a Heritage through the Use of Technology." Journal of Educational Technology Systems 26, no. 2 (December 1997): 169–79. http://dx.doi.org/10.2190/ypja-5xxu-buja-8hmc.
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The problem of Native American language loss can be addressed through the use of computer-assisted technology to teach indigenous languages to Native American learners. Hypermedia technology may provide a mechanism for the development of curriculum materials which reflect appropriate instructional techniques. Whole language methods advocated in second language instruction incorporate observational learning strategies—strategies which are inherent in many Native American homes, but often ignored in school. Hypermedia holds promise as an effective development tool for the creation of Native American language instruction.
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Sahrir, Muhammad Sabri Bin, Mohd Firdaus Yahaya, Taufik Ismail, Muhamad Azhar Zubir, and Wan Rusli Wan Ahmad. "Development and Evaluation of i-Mutawwif: A Mobile Language Traveller Guide in Arabic for Mutawwif (Umrah Tour Guide)." International Journal of Interactive Mobile Technologies (iJIM) 12, no. 2 (March 29, 2018): 54. http://dx.doi.org/10.3991/ijim.v12i2.7708.
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<p>The explosion use of various mobile gadgets such as PC tabs, smartphones, I-Pads and so on has tremendously affected learning process and delivery of content and messages faster and faster including the creation of a new field of research that relates to language learning and mobile technologies called Mobile Assisted Language Learning or MALL. The mobile technologies are suitable for distance learners as well such as traveller’s guide and backpackers who need to communicate in certain language in a country. This paper is focusing on the development and evaluation of a mobile language guide application in Arabic language for Mutawwif (Umrah Tour Guide) via smart phones in Android supported platform. The development process was done based needs analysis process among 100 mutawwif and the evaluation on user testing session was conducted among 50 respondents and who are purposively selected from 30 mutawwif and 20 learners in Baitul Mal Professional Institute under the specialization of Diploma in Hajj and Umrah Management from 26 March until 20 April 2017. However, this paper will only be discussing the scope of development and evaluation phases in the shed of ADDIE instructional design model. Overall results indicated that his interactive mobile app prototype satisfied the users’ on their language learning for traveller’s purpose by helping the Mutawwif to communicate in Arabic more effectively. </p>
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JAMIESON, JOAN, CAROL A. CHAPELLE, and SHERRY PREISS. "Putting principles into practice." ReCALL 16, no. 2 (November 2004): 396–415. http://dx.doi.org/10.1017/s0958344004001028.
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CALL evaluation might ideally draw on principles from fields such as second language acquisition, language pedagogy, instructional design, and testing and measurement in order to make judgments about criteria such as elaborated input, feedback, collaborative learning, authentic tasks, navigation, screen design, reliability, validity, impact, and practicality. In this study, a subset of criteria were used to evaluate the design of English as a second or foreign language (ESL/EFL) online courses and assessments, Longman English Online. This article illustrates how a set of principles suggested evaluation criteria which, in turn, suggested particular variables for the instructional design; these variables, again in turn, suggested potential operationalizations which could be implemented as task features in CALL materials. Results of the judgmental evaluation indicated that most of the criteria were met, although some better than others.
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Blyth, Carl S., and James N. Davis. "Using Formative Evaluation in the Development of Learner-centered Materials." CALICO Journal 25, no. 1 (January 14, 2013): 48–68. http://dx.doi.org/10.1558/cj.v25i1.48-68.
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In this article we report on an 8-year process that included three successive iterations of the following cycle: (a) development of instructional technology, (b) formative evaluation, and (c) modification of the technology. From the first formative evaluation to the last, our students told us that they found heavily contextualized language difficult to learn and frequently requested more decontextualized language for textbook presentations and for practice. With the aid of formative evaluation data (e.g., performance data based on think aloud protocols, attitudinal data, retrospective interviews, and course surveys), we tried to strike a balance between what students said they wanted (i.e., more decontextualized language input and practice) and what we as language teachers and curriculum developers believed that they needed (i.e., more contextualized language input and practice). Three theoretical constructs proved particularly relevant in helping us interpret the data: activity theory (Lantolf & Appel, 1994; Lantolf, 2000); the naïve lexical hypothesis (Bland, Noblitt, Armington, & Gay, 1990); and the lexical approach (Lewis, 1993), also known as the lexical syllabus (Willis, 1990). We argue that when formative evaluation becomes a central part of the development of instructional technology, the results are a more learner-centered curriculum with more user-friendly technology.
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Rabbani, Faqih Salban, and Oscar Karnalim. "Detecting Source Code Plagiarism on .NET Programming Languages using Low-level Representation and Adaptive Local Alignment." Journal of information and organizational sciences 41, no. 1 (June 16, 2017): 105–23. http://dx.doi.org/10.31341/jios.41.1.7.
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Even though there are various source code plagiarism detection approaches, only a few works which are focused on low-level representation for deducting similarity. Most of them are only focused on lexical token sequence extracted from source code. In our point of view, low-level representation is more beneficial than lexical token since its form is more compact than the source code itself. It only considers semantic-preserving instructions and ignores many source code delimiter tokens. This paper proposes a source code plagiarism detection which rely on low-level representation. For a case study, we focus our work on .NET programming languages with Common Intermediate Language as its low-level representation. In addition, we also incorporate Adaptive Local Alignment for detecting similarity. According to Lim et al, this algorithm outperforms code similarity state-of-the-art algorithm (i.e. Greedy String Tiling) in term of effectiveness. According to our evaluation which involves various plagiarism attacks, our approach is more effective and efficient when compared with standard lexical-token approach.
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Effendi, Taufiq, and Ilza Mayuni. "Examining teacher-made English test in a language school." LADU: Journal of Languages and Education 2, no. 2 (January 31, 2022): 67–76. http://dx.doi.org/10.56724/ladu.v2i2.109.
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Background: Multiple-choice, teacher-made English tests have constantly been popular due to their immediate alignment to classroom instructions. However, ample studies have indicated the need for continuous evaluation of their quality to allow evidence-based feedbacks for sustained betterment of assessment practices.
Purpose: This study sought to examine the quality of a multiple-choice, teacher-made English formative informal assessment for four classes of high school students of an English course in Madura, Indonesia.Design and methods: Data were collected from the test results of eighty students and put in an excel document. The data were then analysed with a computer application called Conquest to analyse the responses of each of the students on every item of the test. Based on this item response analysis, it turned out that the test could have achieved a higher credibility if necessary, moderations had been taken.
Results: The findings recommend that schools as well as teacher institutions need to provide necessary trainings to ensure in-service teachers and pre-service teachers possess adequate test development and test analysis expertise for continuous improvement of the learning, teaching and assessment practices.
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Poe, Stephen E. "SELF-LEARNING: CD-ROM INSTRUCTION AND AUTHORING." HortScience 31, no. 3 (June 1996): 325e—325. http://dx.doi.org/10.21273/hortsci.31.3.325e.
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A fundamental concern of agricultural education is innovation within the teaching process. In dealing with high technology, increasing subject complexity, and rising costs, educators (including plant managers and training personnel) must look to alternative methods of training and teaching. Educational multimedia software can effectively present a new dimension to traditional computer-assisted instruction (CAI) by adding sound, animation, high-resolution graphics, and live-action video. Multimedia software is not difficult to program; however, the ease of programming depends on the authoring language or languages that are used. A traditional language such as C++ can take extended periods of time to program, possibly hours per minute of program. A program developed specifically for multimedia development can facilitate the interactions between sound, videos, and animation more readily, and reduce the programming time required significantly. The use and development of multimedia software using Toolbook (Asymetrix Corp.) will be presented with copies of the developed software available.
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McKee, Jane. "Computer-assisted vocabulary acquisition: an evaluation of the text analysis program." ReCALL 5, no. 8 (May 1993): 9–15. http://dx.doi.org/10.1017/s0958344000005383.
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The Text Analysis Program (TAP) was designed by a team from the Department of European Studies and Modern Languages and the Computer Services Department of the University of Ulster with a view to enhancing language learning techniques for third level language students. Work on the program was funded jointly by the CTI and the University of Ulster. A Multiple Choice Question (MCQ) program was also developed as part of the same project. The program came into service in the academic year 1989-90 when it was tested on three groups of students. Some minor modifications were made before it was reused in 1990-91 and 1991-92 with the group of students who seemed to us most likely to benefit from its use. It is now undergoing further adjustment in the light of the second and third year's experience and is set to become a permanent feature of second year teaching on the BA (Hons) International Business Communication course (IBC). The present paper seeks to evaluate the program under two headings: ease of use and effectiveness as a means of enhancing linguistic awareness and language learning techniques.
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Nan, Chunping. "Multidimensional Psychological Model Construction of Public English Teaching Based on Deep Learning from Multimodal Perspective." Mobile Information Systems 2022 (August 4, 2022): 1–11. http://dx.doi.org/10.1155/2022/1653452.
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Public English instruction focuses on language skill development while also enhancing students’ business professional knowledge and all-around ability under the direction of public English teaching objectives. From a knowledge standpoint, public English instruction contains a lot of tacit knowledge, making it appropriate for case teaching. This paper analyses the knowledge-locking factors in traditional case teaching based on deep learning from the multimodality perspective and builds a mental model to compensate for the shortcomings of the traditional case teaching. In this paper, a multidimensional psychological model is built that overcomes the limitations of conventional approaches. It is based on the multimodal feature extraction and modal selection algorithm of deep learning and multidimensional psychology in public English teaching. The method suggested in this paper outperforms the benchmark model created for the three evaluation indices and also demonstrates the benefits of multimodality. Create a fully integrated multidimensional mental model of the teaching and activity situations so that students can learn with a passion, become more engaged in practising their English, and ultimately develop the language skills required for employment.
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Chew, Chiou Sheng, Wen-Chi Vivian Wu, Norisma Idris, Er Fu Loh, and Yan Piaw Chua. "Enhancing Summary Writing of ESL Learners via a Theory-Based Online Tool: System Development and Evaluation." Journal of Educational Computing Research 58, no. 2 (April 24, 2019): 398–432. http://dx.doi.org/10.1177/0735633119837765.
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The purpose of this study was to design and develop a theory-based summary writing online tool, named Summary Writing-Pal (SW-PAL), to assist English as a second language students in improving their summary writing. It also evaluates the effectiveness of SW-PAL in enhancing the students' summary writing performance and examines their perceptions about it. This mixed-method empirical study involved 53 English as a second language students majoring in computer science at a local university. Two intact groups were randomly chosen as the control and experimental groups with 26 and 27 students, respectively. The control group was taught using the conventional method, while the experimental group was taught using SW-PAL. Both groups were given a pre- and post-summary writing test. A Split-Plot Analysis of Covariance test was used to examine the effectiveness of the SW-PAL tool. A focus group interview was conducted to gather qualitative data on perceptions about the SW-PAL tool. Quantitative findings revealed that students' summary writing performance improved significantly due to the SW-PAL with a large effect size of .42. Qualitativewise, the users perceived SW-PAL to be useful as a motivating, challenging, and self-learning tool. Recommendations for practice for language instructors who wish to incorporate such a tool into their language instruction and suggestions for future research are discussed.
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Tsai, Shu-Chiao. "Courseware integration into task-based learning: a case study of multimedia courseware-supported oral presentations for non-English major students." ReCALL 23, no. 2 (May 16, 2011): 117–34. http://dx.doi.org/10.1017/s0958344011000048.
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AbstractThis study reports on the integration of English for Specific Purposes (ESP) multimedia courseware for oral presentations into a self-learning and elective program for non-English major students in an English as a Foreign Language (EFL) setting. A computer-aided instruction approach, combined with a task-based learning approach, was adopted. Computers played a central role as the means of information delivery. The courseware acted as a silent partner and played the role of a tutor and adjunct teacher to provide students with authentic materials for learning to give English oral presentations in international business and technical settings. It offered a variety of learning activities with instant on-line self-evaluation for students to practice integrative language skills and learn content knowledge. Evaluation of student performance was based upon data from pre- and post-tasks, student questionnaires about concerns, and an open-ended questionnaire. After active participation and self-learning, most of the non-English major students clearly indicated they had made some improvement or progress and felt their learning effectiveness for preparing speech texts was significantly improved. In addition, they had become more concerned about their English ability and the ESP courseware was able to meet their need for greater linguistic support to enhance their language ability.
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Theobald, Marcus. "Conducting a Micro-Evaluation in an EFL Classroom for a Performance-Assisted Learning Activity." JALT PIE SIG: Mask and Gavel 9, no. 1 (January 2021): 44–64. http://dx.doi.org/10.37546/jaltsig.pie9.1-4.
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Performance–assisted learning (PAL) was introduced at the 2017 annual Japanese Association for Language Teaching (JALT) conference. It was revealed to be a “new concept in education” and that EFL university teachers were “extremely excited about its efficacy and power to motivate” (Head et al., 2018, p. 233). However, it was claimed that in many institutions, English department administrators did not share the same enthusiasm, seeing PAL activities as not academic enough. This study aims to gather a variety of qualitative data to validate the use of PAL. Over 5 weeks, a micro-evaluation involving a number of data sets was conducted on two university classes, containing 46 students in total, for a PAL activity (in this case, a four-page skit). The evaluations were individual student journals, peer-assessment, creative writing, teacher observation, and a video. The study describes the 5-week project procedure, and aims to provide more comprehensive evidence to support the use of PAL in the EFL classroom. Findings indicate very positive student engagement in the project, and a need to give more explicit instruction to students for the creative writing task.
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Geng, Limei. "Evaluation Model of College English Multimedia Teaching Effect Based on Deep Convolutional Neural Networks." Mobile Information Systems 2021 (July 26, 2021): 1–8. http://dx.doi.org/10.1155/2021/1874584.
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With the acceleration of global integration, the demand for English instruction is increasingly rising. On the other hand, Chinese English learners struggle to learn spoken English due to the limited English learning environment and teaching conditions in China. The advancement of artificial intelligence technology and the advancement of language teaching and learning techniques have ushered in a new era of language learning and teaching. Deep learning technology makes it possible to solve this problem. Speech recognition and assessment technology are at the heart of language learning, and speech recognition technology is the foundation. Because of the complex changes in speech pronunciation, a large amount of speech signal data, the high dimension of speech characteristic parameters, and a large amount of speech recognition and evaluation computation, the large volume of speech signal processing requires higher requirements of hardware and software resources and algorithms. However, traditional speech recognition algorithms, such as dynamic time-warped algorithms, hidden Markov models, and artificial neural networks, have their advantages and disadvantages. They have encountered unprecedented bottlenecks, so it is difficult to improve their accuracy and speed. To solve these problems, this paper focuses on evaluating the multimedia teaching effect of college English. A multilevel residual convolutional neural network algorithm for oral English pronunciation recognition is proposed based on a deep convolutional neural network. The experiments show that our algorithm can assist learners in identifying inconsistencies between their pronunciation and standard pronunciation and correcting pronunciation errors, resulting in improved oral English learning performance.
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Handayani, Melly, and Suwardi Endraswara. "PENGEMBANGAN MULTIMEDIA PEMBELAJARAN BAHASA JERMAN PELAJARAN PELAYANAN RESTORAN DI YOTABAKTI YOGYAKARTA." LingTera 2, no. 2 (October 1, 2015): 122. http://dx.doi.org/10.21831/lt.v2i2.7226.
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Tujuan penelitian dan pengembangan ini adalah (1) mengembangkan multimedia yang berisi materi dan latihan untuk keterampilan berbicara bahasa Jerman, (2) mendeskripsikan proses pengem-bangannya, dan (3) mendeskripsikan hasil evaluasi dan hasil uji coba lapangan. Uji coba terbatas dilakukan pada satu orang pengajar dan empat orang peserta didik. Uji coba lapangan melibatkan 2 orang pengajar dan 10 orang peserta didik. Data dianalisis secara deskriptif kuantitatif. Langkah pengembangan multimedia pembelajaran bahasa Jerman yang digunakan adalah (1) analisis kebutuhan, (2) perencanaan, (3) pengembangan produk, (4) evaluasi produk, (5) revisi produk, (6) uji coba lapangan, dan (7) produk akhir. Kualitas multimedia pembelajaran bahasa Jerman menurut dosen ahli materi adalah sangat baik dan menurut ahli media adalah baik. Kualitas multimedia menurut dua orang pengajar bahasa Jerman adalah sangat baik dan menurut peserta didik adalah baik. Dari 10 orang peserta didik, 80% mencapai nilai KKM. 100% respon peserta didik terhadap multimedia yang dikembangkan adalah sangat baik.Kata Kunci: Pengembangan, multimedia, keterampilan berbicara, pelayanan restoran DEVELOPING MULTIMEDIA FOR GERMAN LANGUAGE TEACHING MATERIAL FOR RESTAURANT SERVICE LESSONS IN YOTABAKTI YOGYAKARTAAbstractThe objectives of this research and development are (1) to develop a learning media for German language teachers, a computer assisted media with learning materials and exercises for speaking skill, (2) to describe the process of developing Multimedia German Language Teaching Material for Restaurant Service Lessons, and ( 3) to describe the result of product evaluation and field try out. The small group tryout involved five participants, a German language teacher and four students of Yotabakti. Field try out involved two German language teachers and ten students. The data of this study were analysed descriptively and quantitatively. The procedures of developing multimedia German language teaching material are: (1) needs analysis, (2) planning, including instructional design and multimedia design, (3) product development, (4) evaluation of the product, including experts validation and a small group tryout, (5) revision of the product, (6) field tryout, and (7) the final product. The result of multimedia validation shows that, based on the expert at material, the material is very good and, based on the expert of media, the quality of media is good. The multimedia quality, according to two German language teachers in Yotabakti, is very good and, according to the students, it is good. 80% of 10 students in the class reached the minimum completeness criteria. The observations shows that 100% students’ responses to the developed product during the teaching and learning process is very good.Keywords: Development, multimedia, speaking skill, restaurant service lesson
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Kossuth, Karen C. "USING THE ADVENTURE FORMATS FOR CALI." CALICO Journal 3, no. 2 (January 14, 2013): 13–17. http://dx.doi.org/10.1558/cj.v3i2.13-17.
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Because adventure games can be highly interactive and so absorbing that users commonly spend hours in a session, they are well suited to CALI, as long as the level of language on the screen is low enough and as long as the parser can recognize naturally-formed commands. This article attributes the success of the adventure format to the Input Hypothesis and the Affective Filter Hypothesis and sets up criteria for instructional evaluation of foreign language adventures.
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Türker, Ebru. "The influence of L1 frequency in instructed second language learning of L2 idioms." Journal of Second Language Studies 1, no. 2 (August 27, 2018): 334–57. http://dx.doi.org/10.1075/jsls.17007.tur.
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Abstract This study investigates the influence of L1 frequency on the acquisition of L2 idioms with an experiment employing structured input instruction based on the input processing model. Intermediate L2 Korean learners completed a pretest, computer-assisted instructional treatment session, and posttest. The tests included production, interpretation, and meaning tasks, which manipulated amount of context and idiom type (i.e., Shared L1-L2 idioms, which have linguistic representations in both languages and are subgrouped by high or low L1 frequency, and L2 Only idioms, which have no L1 equivalent). The results show that high L1 frequency had a consistently facilitatory effect on the learning of equivalent L2 idioms, but that context had the strongest effect on the learning of L2 idioms that have no counterpart in the L1.
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Tang, Dongdong. "English Proficiency Evaluation Model of College Students by Using Intuitive Fuzzy Information Theory." Advances in Multimedia 2022 (July 9, 2022): 1–8. http://dx.doi.org/10.1155/2022/3954648.
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English is a required university course in China and is a long-standing and consistent undergraduate-level course in China’s universities. It uses English as the medium and language of instruction to promote general education. As the most important content of undergraduate foreign language education, college English has different characteristics from other courses. It is only when its objectives, content, teaching activities, and assessment system fully reflect its unique requirements that it can truly achieve the ultimate goal of teaching this subject. With the advent of the information age, global economic integration and international exchange are deepening in various industries and fields. It is increasingly common for countries to require professionals to have foreign language skills, especially English as an international language. As a result, the demand for deeper English proficiency has become more prominent. In international communication, the English intercultural communication ability of key personnel directly affects the process of international communication, science and technology exchange, and the smooth transition of cultural conflicts in various fields and even determines the ultimate success of project cooperation. In this context, the effective use of English and cross-cultural communication skills is very important. Therefore, our higher education institutions are mainly responsible for training foreign language talents. However, the core problem facing English teaching in Chinese universities is the teaching value orientation. In particular, it seriously restricts the effectiveness of university English teaching. First, the value orientation of university English teaching deviates from the teaching objectives. It emphasizes the basic knowledge and skills of the English language, which makes teaching mainly stay on the foundation of the language. In other words, it is still limited to learning English for the sake of learning English, and the examination-oriented education is obvious, with a preference for instrumental teaching. Secondly, university English teaching focuses too much on the accumulation of English grammar rules and imitation drills, and the teaching style is dull and the teaching context is empty. This approach deviates from the characteristics of English intercultural communication, which makes the gap between the actual university English teaching and the real intercultural communication more and more obvious. Third, university English teaching lacks integration with other teaching values, especially with the humanistic orientation of university English teaching. Nowadays, a single teaching value orientation dominates university English teaching. As a result, the teaching around various English examinations has become a strange phenomenon in college English teaching.
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Knisbacher, Anita. "Adventures in Colloquial Hebrew." CALICO Journal 8, no. 3 (January 14, 2013): 53–68. http://dx.doi.org/10.1558/cj.v8i3.53-68.
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Student response to the Hebrew interactive audio/videodisc courseware has been consistently very positive. Learners spend significantly more time on task because of the variety of learner options available to them and because they are in control of the instructional program as they direct it from their computer keyboard. While we need the information as soon as possible from a thorough evaluation of this and other interactive software/courseware, we know that both teachers and students enjoy a higher level of satisfaction and are therefore more highly motivated as they pursue their language study with the assistance of state-of-the-art technology.
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Chirwa, Andrew S. "Telecommunication as an Aid for Concept Development among Student Teachers." Journal of Educational Technology Systems 27, no. 1 (September 1998): 43–53. http://dx.doi.org/10.2190/nmj0-ja8b-ajbf-6j7d.
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This study was motivated by the need to understand how student teachers build concepts in telecommunication environments. The study aimed at determining how student teachers develop concrete concepts and defined concepts. The purpose was to develop a repertoire of what constitutes classes of lesson plans in technology-based learning environments and determine their significance to instructional design. The goal was to expose student teachers to AskEric Database. The objectives were to demonstrate the role of intellectual skills in developing conceptualizations, compare and contrast elements of a lesson plan, and define the role of telecommunication in learning. An elaborate scheme of activities was developed for student teachers to process materials in the AskEric database. These activities included students examining the various lesson plans in the content areas featuring mathematics, science, language arts, social studies, art, geography, and history. Lesson plans were characterized as concepts, and individual elements. The telecommunication was perceived as an integrated whole, and was evaluated on the criteria embedded in the student's interaction with the lesson plans as a context. Data shows that student teachers generated their own examples of how to identify concepts and characterize them as “concrete concepts.” They classified the instructional events to develop “defined concepts” and characterizations of the given materials. The individual elements of lesson plans were identified and listed in the following order of hierarchy: grade level, topic sentences, goals, objectives, activities, evaluation procedures, resources, and level on the Bloom's Taxonomy of Educational Objectives. Two roles found to support the teaching and process learning were enhancement of learning, and instructional depth. “Enhancement of learning” is defined as a learner's competency to recruit cognitive strategies for the purpose of determining whether lesson plans are structurally meaningful to promote the teaching and learning among children. “Instructional depth” is defined as the capability of the technology to facilitate the dissemination of information in a sequential manner for the purpose of promoting the effective organization of information among learners. Cognitive strategies, competency, constructing a knowledge base, and growth were five factors found to initiate concept development among student teachers. These data have implication to instructional design, program improvement, and evaluation of instruction in computer-based learning environments.
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Fan, Min, Alissa N. Antle, and Jillian L. Warren. "Augmented Reality for Early Language Learning: A Systematic Review of Augmented Reality Application Design, Instructional Strategies, and Evaluation Outcomes." Journal of Educational Computing Research 58, no. 6 (June 3, 2020): 1059–100. http://dx.doi.org/10.1177/0735633120927489.
Full textAbstract:
In this article, we present a systematic review of literature on augmented reality (AR) supported for early language learning. We analyzed a total of 53 papers from 2010 to 2019 using qualitative analysis with complementary descriptive quantitative analysis. Our findings revealed three main AR learning activities: word spelling games, word knowledge activities, and location-based word activities. Our findings also uncovered five main design strategies: three-dimensional multimedia content, hands-on interaction with physical learning materials, gamification, spatial mappings, and location-based features. Several combinations of design and instructional strategies tended to be effective: Learning gains were enhanced by using three-dimensional multimedia with advanced organizers (presentation strategy) and/or using location-based content with learners’ self-exploration (discovery strategy); and motivation was enhanced by using game mechanisms with discovery strategy. We suggest that future designers of AR early language applications should move beyond these basic approaches and consider how unique benefits of AR may be applied to support key activities in early language learning while also considering how to support sociotechnical factors such as collaboration between teachers and learners and different learning contexts. We conclude with a discussion of future directions for research in this emerging space.