Academic literature on the topic 'Languages, Modern Computer assisted instruction'
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Journal articles on the topic "Languages, Modern Computer assisted instruction"
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.
Full textRussell, John R. "ON GETTING STARTED." CALICO Journal 1, no. 1 (January 14, 2013): 51–53. http://dx.doi.org/10.1558/j.v1i1.51-53.
Full textBlake, Robert J. "Current Trends in Online Language Learning." Annual Review of Applied Linguistics 31 (March 2011): 19–35. http://dx.doi.org/10.1017/s026719051100002x.
Full textSaranya, T., and M. Saranya. "USAGE OF ICT IN ENGLISH LANGUAGE TEACHING & LEARNING." Journal of English Language and Literature 09, no. 03 (2022): 33–36. http://dx.doi.org/10.54513/joell.2022.9304.
Full textZhao, Xiaojun. "The Application of Computer Technology in Mongolian College English Teaching." International Journal of Emerging Technologies in Learning (iJET) 12, no. 02 (February 28, 2017): 52. http://dx.doi.org/10.3991/ijet.v12i02.6044.
Full textAmin, Risma. "COMPUTER ASSISTED LANGUAGE LEARNING (CALL): Konsep Pembelajaran Bahasa Inggris Berbantuan Komputer." LISAN AL-HAL: Jurnal Pengembangan Pemikiran dan Kebudayaan 10, no. 2 (December 9, 2016): 281–98. http://dx.doi.org/10.35316/lisanalhal.v10i2.123.
Full textCook, E. K. "The Use of Macintosh Authoring Languages in Effective Computer-Assisted Instruction." Journal of Educational Technology Systems 18, no. 2 (December 1989): 109–22. http://dx.doi.org/10.2190/pw58-2qw5-r0wq-a5qr.
Full textBetlach, Judith A. "Framework for Computer Assisted Instruction Courseware: A Case Study." Journal of Educational Technology Systems 15, no. 1 (September 1986): 35–52. http://dx.doi.org/10.2190/q0k2-6637-84hg-64cc.
Full textXu, Tian. "Study on the Computer-Assisted English Writing Instruction." Advanced Materials Research 1044-1045 (October 2014): 1660–63. http://dx.doi.org/10.4028/www.scientific.net/amr.1044-1045.1660.
Full textGuo, Hua. "Application of a Computer-Assisted Instruction System Based on Constructivism." International Journal of Emerging Technologies in Learning (iJET) 13, no. 04 (March 30, 2018): 33. http://dx.doi.org/10.3991/ijet.v13i04.8468.
Full textDissertations / Theses on the topic "Languages, Modern Computer assisted instruction"
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.
Find full textTitle from PDF t.p. (viewed on July 2, 2009) Includes bibliographical references (p. 253-272). Also issued in print.
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.
Full textThe 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.
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.
Full textWith 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...
Tozcu, Anjel. "The effect of teaching sight vocabulary with computer-assisted instruction on vocabulary gain, decrease in reaction time for frequent word recognition, and reading comprehension." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288793.
Full textYu, 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.
Full textIn 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.
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.
Full textOver 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.
De, la Rouviere Jeremiah Daneil. "Chinese radicals in spaced repetition systems : a pilot study on the acquisition of Chinese characters by students learning Chinese as a foreign language." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80325.
Full textENGLISH ABSTRACT: This thesis explores the effect on learning Chinese characters for learners of Chinese as foreign language through implementing the unique properties of the Chinese script in a prototype spaced repetition system. Both Chinese radicals and the spacing effect have the potential to positively influence the recall ability of students in learning Chinese characters, however the interaction between the spacing effect and Chinese radicals in spaced repetition system, such as Anki and Mnemosyne, had not been tested. An experimental spaced repetition system prototype was designed and developed to investigate these interactions. Two groups of students learning Chinese as a foreign language at the University of Stellenbosch studied the same list of Chinese characters in which there were both massed and spaced characters present. One group had additional information on Chinese radicals on the flashcard. The students were given an immediate post-test to test their recall of the meaning and pronunciation of the Chinese characters. The results showed a positive trend for the spacing effect in which students had higher scores for spaced characters, but the recall ability between the two groups of students did not change regardless of whether there was information on Chinese radicals or not. The results were surprising considering the potential positive impact of Chinese radicals on recall. The thesis concludes that the presentation of information on Chinese radicals in a spaced repetition system does not necessarily improve the recall ability of the students. The impact of explicit instruction on the role of Chinese radicals in Chinese characters and the ability of the student to apply this knowledge should be considered for future research.
AFRIKAANSE OPSOMMING: Die huidige tesis ondersoek die leer van Chinese karakters deur leerders van Chinees as ‘n vreemde taal deur die unieke eienskappe van die Chinese skrif in ‘n prototipe gespasieërde herhalings sisteem te implementeer. Beide Chinese radikale en die spasiërings effek kan potensieël 'n positiewe invloed hê in die vermoë van studente om Chinese karakters te onthou, maar die interaksie tussen die spasiërings effek en Chinese radikale in gespasieërde herhalings sisteme, soos Anki en Mnemosyne, was tot dusver onbekend. ‘n Eksperimentele gespasieërde herhalings sisteem prototipe was geskep om hierdie interaksie te ondersoek. Twee groepe studente van Chinees as vreemde taal by die Universiteit van Stellenbosch het dieselfde lys karakters gestudeer, waaronder gespasieërde en nie-gespasieërde karakters tuis was. Die twee groepe het verskil deurdat een groep ekstra informasie oor Chinese radikale gehad het op die voorkant van 'n flitskaart. Die studente het dadelik daarna ‘n toets ontvang waar hul die betekenis en uitspraak van die Chinese karakters moes onthou. Die resultate het ‘n positiewe neiging getoon vir die spasiërings effek waar studente hoër punte ontvang het vir gespasieërde karakters, maar die vermoë om die karakters te onthou het nie verskil tussen die twee groepe nie. Die resultate was ‘n verassing juis omdat daar ‘n potensieël positiewe invloed kan onstaan deur die impak van Chinese radikale. Die tesis het gevind dat slegs om informasie oor Chinese radikale te wys in ‘n gespasieërde herhalings sisteem nie noodwendig die vermoë van die student om Chinese karakters te onthou verbeter nie. Die impak van eksplisiete instruksie oor die rol wat Chinese radikale in Chinese karakters speel en die vermoë van die student om hierdie kennis toe te pas hoort verder ondersoek te word.
Strack, Uwe-Michael Peter Bernhard. "Didactization of a youth novel as CALL material for advanced Grade 11-12 learners of German as a foreign language /." Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/1226.
Full textCD-ROM inside back cover. Title of CD-ROM: Ausländerfeindlichkeit in Deutschland : ein interaktives Leseprogramm für den fortgeschrittenen DAF-Unterricht. On title page: Master of Philosophy (Hypermedia for Language Learning). Bibliography. Also available via the Internet.
Carvalho, Tatiana Maria Couto. "Objetos de aprendizagem digitais: uma análise sobre a sua pertinência pedagógica para o ensino e aprendizagem de língua espanhola." Universidade Tecnológica Federal do Paraná, 2017. http://repositorio.utfpr.edu.br/jspui/handle/1/2708.
Full textEl incremento en el uso de los recursos tecnológicos en el ambiente escolar, específicamente en las clases de lenguas extranjeras, revela la importancia de una discusión sobre el tema y la necesidad de un análisis consistente sobre los materiales digitales utilizados con propósito educativo. Considerando la relevancia global de la lengua española y la importancia estratégica que su estudio representa para Brasil, esta investigación objetiva analizar la pertinencia pedagógica de los objetos de aprendizaje digitales disponibles para la enseñanza y aprendizaje de la lengua española, fundamentándose en los documentos oficiales para la educación brasileña. A partir de un estudio bibliográfico y de un abordaje cualitativo y metodología exploratoria (MINAYO, 2009), (CHIZZOTI, 2010), la investigación ha sido desarrollada a partir de una concepción discursiva de lengua (BAKHTIN, 2002) y un entendimiento sociointeracionista de enseñanza (VYGOTSKY, 1993). Estudios teóricos sobre tecnología y su relación con la educación (PINTO, 2005), (FEENBERG, 2016) precedieron la investigación sobre la conceptualización y los entendimientos en relación a objetos de aprendizaje (LEFFA, 2006). Se buscó en repositorios nacionales gratuitos objetos de aprendizaje de lengua española que atendiesen al criterio establecido por la investigación de ofrecer interactividad a los usuarios. Solamente cinco ejemplares correspondieron al criterio y todos han sido evaluados según sus características de identificación, contenido, aspectos didácticos y usabilidad. Los resultados obtenidos apuntan en el sentido de que el área carece de estudios teóricos y de objetos de aprendizaje de calidad, concernientes con teorías de adquisición de lengua extranjera y métodos de enseñanza y aprendizaje empleados actualmente y recomendados por los documentos oficiales que nortean la educación en el país.
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.
Full textBooks on the topic "Languages, Modern Computer assisted instruction"
Richard, Johnstone. Microcomputers and foreign-language learning in secondary schools. Stirling [Scotland]: Dept. of Education, University of Stirling, 1985.
Find full textRagoonaden, Karen. Comment les ordinateurs facilitent l'apprentissage d'une langue seconde: Recherche experimentale sur la collaboration en ligne = How computers help students learn a foreign language. Lewiston, N.Y: Edwin Mellen Press, 2009.
Find full textRagoonaden, Karen. Comment les ordinateurs facilitent l'apprentissage d'une langue seconde: Recherche expérimentale sur la collaboration en ligne = How computers help students learn a foreign language. Lewiston, N.Y: Edwin Mellen Press, 2010.
Find full textBorello, Enrico. Lingue straniere e scuola elementare: Nuove tecnologie, verifica e valutazione : esperienze di insegnamento. Alessandria: Edizioni dell'orso, 1993.
Find full textJ, Kenning M., ed. Computers and language learning: Current theory and practice. New York: E. Horwood, 1990.
Find full textThompson, June. Language learning and computers: Asurvey of use in the UK higher education sector. (Hull): CTI Centre For Modern Languages, 1993.
Find full textDaniel, Tierney, and Centre for Information on Language Teaching, eds. We have the technology: Using ICT to enhance primary languages. London: CILT, 2007.
Find full textThompson, June. Language learning and computers: A survey of use in the UK higher education sector. Hull: CTI Centre for Modern Languages, 1993.
Find full textMompean, Annick Rivens. Le Centre de ressources en langues: Vers la modélisation du dispositif d'apprentissage. Villeneuve d'Ascq, France: Presses universitaires du Septentrion, 2013.
Find full textSadler, Randall. Virtual worlds for language learning: From theory to practice. New York: P. Lang, 2012.
Find full textBook chapters on the topic "Languages, Modern Computer assisted instruction"
Pohl, Manuela. "8. (A) CALL for Slavic Intercomprehension: The Promotion of Minority Languages in the Modern Foreign Language Classroom." In Multilingual Computer Assisted Language Learning, edited by Judith Buendgens-Kosten and Daniela Elsner, 135–50. Bristol, Blue Ridge Summit: Multilingual Matters, 2018. http://dx.doi.org/10.21832/9781788921497-010.
Full textSun, Wan-Chih, Tsung-Ren Yang, Chih-Chin Liang, Ping-Yu Hsu, and Yuh-Wei Kung. "The Effects of Computer Assisted Instruction to Train People with Reading Disabilities Recognizing Chinese Characters." In Computer Processing of Oriental Languages. Beyond the Orient: The Research Challenges Ahead, 139–48. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11940098_14.
Full textShepherd, Gregory. "Teaching Pre-Service Teachers to Repurpose and Innovate Using Online and Mobile Technology Applications." In Computer-Assisted Language Learning, 295–312. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch014.
Full textOgden, Lori, and Neal Shambaugh. "Best Teaching and Technology Practices for the Hybrid Flipped College Classroom." In Computer-Assisted Language Learning, 764–86. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch036.
Full text"Second-Language Acquisition and models of instruction." In Teaching & Researching: Computer-Assisted Language Learning, 99–121. Routledge, 2013. http://dx.doi.org/10.4324/9781315833774-15.
Full textLoucky, John Paul. "Testing a CALL Effectiveness Model." In Computer-Assisted Language Learning, 450–63. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch022.
Full textYeh, Ellen, and Guofang Wan. "The Use of Virtual Worlds in Foreign Language Teaching and Learning." In Computer-Assisted Language Learning, 1949–72. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch093.
Full textRussell, Donna. "The Design of Immersive Virtual Learning Environments Utilizing Problem-Based Learning Templates." In Computer-Assisted Language Learning, 430–49. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch021.
Full textAhuja, Sachin. "Using the Flipped Classroom to Improve Knowledge Creation of Master's-Level Students in Engineering." In Computer-Assisted Language Learning, 1079–92. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch051.
Full textRussell, Donna, and Steven E. Wallis. "Designing a Learning Analytic System for Assessing Immersive Virtual Learning Environments." In Computer-Assisted Language Learning, 83–108. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch004.
Full textConference papers on the topic "Languages, Modern Computer assisted instruction"
Whitmore, Stacey. "Procedure Parsing: A Method for Parsing Handwritten Documents into Computer-Based Procedures." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002518.
Full textDi, Weiguo, Shenwen Wang, Zengqiang Ma, and Yingna Liu. "Analysis on Application of Computer Assisted Instruction in Modern Teaching." In 2009 International Conference on Computational Intelligence and Software Engineering. IEEE, 2009. http://dx.doi.org/10.1109/cise.2009.5365027.
Full textCaines, Andrew, Helen Yannakoudakis, Helen Allen, Pascual Pérez-Paredes, Bill Byrne, and Paula Buttery. "The Teacher-Student Chatroom Corpus version 2: more lessons, new annotation, automatic detection of sequence shifts." In 11th Workshop on Natural Language Processing for Computer-Assisted Language Learning (NLP4CALL 2022). Linköping University Electronic Press, 2022. http://dx.doi.org/10.3384/ecp190003.
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