Effects of confidence scores and remedial instruction on prepositions learning in adaptive hypermedia

Although Computer-Assisted Language Learning (CALL) provides EFL (English as a Foreign Language) students a dynamic environment for English learning, many courses in current markets still emphasize the presentation of domain knowledge but neglect how the students truly interact with the lessons. This article describes the development of Hypermedia-based English Learning system for Prepositions (HELP), which provides EFL students learning diagnosis and remedial instruction according to student confidence scores (CR). Details include how the system diagnoses students' error types in English prepositions and provides adaptive remedial instructions. This study also investigated the effects of two design factors: (1) student confidence ratings (CR) for answers, and (2) the provision of adaptive remedial instruction on EFL students' English prepositions learning in adaptive hypermedia. A pretest–posttest control-group experiment involving 88 EFL students was employed. Results of this study revealed significant effects of student confidence ratings (CR) and the provision of adaptive remedial instruction for English prepositions learning in hypermedia-based lessons.     

Using online annotations to support error correction and corrective feedback

Giving feedback on second language (L2) writing is a challenging task. This research proposed an interactive environment for error correction and corrective feedback. First, we developed an online corrective feedback and error analysis system called Online Annotator for EFL Writing. The system consisted of five facilities: Document Maker, Annotation Editor, Composer, Error Analyzer, and Viewer. With this system, teachers can mark error corrections on online documents and students can receive corrective feedback accordingly. The system also classifies and displays error types based on user query. Second, an experiment was conducted to evaluate the effectiveness of this system. Fifty EFL (English as a Foreign Language) college freshmen were randomly assigned to two groups. The experimental group received corrective feedback with the developed system whereas the control group used the paper-based error correction method. After the treatment, students in both groups conducted corrective feedback activities by correcting the same document written by an EFL student. The experimental results were encouraging in that the analysis of students’ corrective feedback revealed significantly better performance in the experimental group on recognizing writing errors. Implications for further research are discussed.     

Evaluating a CALL software on the learning of English prepositions

This study assessed the effectiveness of using a CALL lesson (Computer Assisted Language Learning) over a conventional lesson to facilitate learning of English prepositions at Bario, Malaysia. CALL was developed by the Ministry of Education, Malaysia as support material to enhance learning of English prepositions. Both the conventional and the CALL lessons were matched with the same content except for the medium in which the lesson was being delivered. Students were provided with computers to go through the CALL lesson in a self-regulated manner; while a teacher taught the conventional lesson in a classroom. Test results indicate that students who received the conventional lesson outperformed those who went through the CALL lesson. The Relative Condition Efficiency measurement also showed that the conventional group learned more efficiently than the CALL group. The findings are interpreted from the perspective of cognitive load required in processing the presentation mode of the learning materials.     

Computer‐assisted foreign language instruction: task based vs. form focused

The purpose of this article is twofold: to describe a prototype for a computer‐assisted task‐based language instruction (CATBI) tool designed and developed for Turkish as a Foreign Language, and to report on the effectiveness of the CATBI tool. More specifically, this work discusses an experimental study that examined the role of teaching approach in foreign language development by comparing CATBI to computer‐assisted form‐focused language instruction (CAFFI) on language production in terms of accuracy, lexical complexity, and fluency. For a duration of 7 days, two intermediate‐level Turkish as a Foreign Language classes consisting of 28 high school students participated in this experiment. The classes were randomly assigned to two treatment groups: an experimental group with CATBI and a control group with CAFFI. Statistical analyses revealed that students in the CATBI group produced significantly better and more fluent language than students with CAFFI. However, no significant effects were found in terms of accuracy and lexical complexity of the language produced. Based on these results, it was concluded that CATBI is more effective than CAFFI in enhancing language production in general, and fluency in particular.     

The effect of reflective learning e-journals on reading comprehension and communication in language learning

This study focused on the use of reflective learning e-journals in a university web-based English as a foreign language (EFL) course. In the study, a multimedia-based English programme comprising fifteen different units was delivered online as a one-semester instructional course. Ninety-eight undergraduate students participated, and they were divided into two groups: the treatment group used reflective learning e-journals, while the control group completed content-related exercises. The study investigated the effects of reflective learning e-journals and how students used them to aid learning. Results show that when learning from web-based instruction, students who used reflective learning e-journals outperformed students who did not do so in terms of reading comprehension. Using reflective e-journals improved the academic performance of learners in the online course. In addition, journal writing students claimed that they also improved their organisational skills and writing abilities through their reflective learning e-journal writing and found the journal writing to be a very helpful tool in reviewing the course and preparing for the exam.     

The research-teaching nexus in a graduate CALL course: An action research study

The ‘research-teaching nexus’ means integrating disciplined-based research into course content to develop students’ research ability. Though such integration has been investigated in various higher education content areas, no previous CALL teacher education research seems to have addressed it. This study explored how research should be integrated into a graduate CALL course and how such integration influences students’ research awareness and skills. The content-focused and process-focused forms of the research-teaching nexus were integrated into a graduate CALL course taught in a language teacher education programme at an Arab university. The course was taught to a group of female MA student teachers for a 15-week academic term. Qualitative data was collected using observation and an open-end questionnaire within an action research framework. The students reported positive evaluation of research integration into the CALL course. Meanwhile, the observational data indicates that research integration has fostered their CALL research awareness and enabled them to learn how to craft some key research elements, namely developing research titles and questions, and selecting the research method. The results generally imply that developing students’ CALL research skills through the process-focused teaching forms is a more complicated task than enhancing their research awareness via the content-focused ones.     

The potentiality of computer-assisted instruction towards ameliorating Iranian EFL learners' reading level

The fundamental objective behind the present study is to demonstrate the visible effect of Computer-Assisted Instruction upon Iranian EFL learners' reading performance, and to see if it has any impact upon this skill in the Iranian EFLeducational settings. To this end, a sample of 50 male and female EFL learners was drawn from an English language institute in Iran. After participating in a proficiency pretest, these participants were assigned into two experimental and control groups, 25 and 25, respectively. An independent sample t-test was administered to find out if there were salient differences between the findings of the two selected groups in their reading test. The key research question was to see providing learners with computer-assisted instruction during the processes of learning and instruction for learners would have an affirmative influence upon the improvement and development of their reading skill. The results pinpointed computer-assisted instruction users' performance was meaningfully higher than that of nonusers (DF = 48, P < 05). The consequences revealed that computer-assisted language learning and computer technology application have resulted in a greater promotion of students' reading improvement. In other words, computer-assisted instruction users outperformed the nonusers. The research, therefore, highlights the conclusion that EFL learners' use of computer-assisted instruction has the potential to promote more effective reading ability.     

Using track changes and word processor to provide corrective feedback to learners in writing

This study investigated the effect of computer‐mediated corrective feedback types in an English as a foreign language (EFL) intact class over time. The participants were 64 English majors who were assigned randomly into three treatment conditions that gave and received computer‐mediated corrective feedback while writing (track changes, word processor, and track changes and word processor) and one control group that neither gave nor received writing corrective feedback. Students sat to a pre‐test (week 1), immediate post‐test (week 8) and delayed post‐test (week 12) in writing. Results showed decrease in mean error and mean feedback in students' writing performance related to correcting 11 major error types on immediate and delayed post‐tests, indicating that there was a significant effect for feedback type in favour of the group that used a combination of track changes and word processor. There was also a significant effect for the computer‐mediated corrective feedback over the control group. Moreover, results showed that both mean error and mean feedback decreased significantly from pre‐test to post‐test (week 1–week 8), indicating that overall, there was a significant change over time.     

Effectiveness of MMORPG‐based instruction in elementary English education in Korea

This study investigated the effectiveness of massive multiplayer online role‐playing game (MMORPG)‐based (massive multiplayer online role‐playing game) instruction in elementary English education. The effectiveness of the MMORPG program was compared with face‐to‐face instruction and the independent variables (gender, prior knowledge, motivation for learning, self‐directed learning skills, computer skills, game skills, computer capacity, network speed, and computer accessibility) were examined to see how accurately achievement was predicted in MMORPG instruction. The results indicated that students studying English utilizing online role‐playing games showed higher scores in areas of listening, reading, and writing than those who attended face‐to‐face instruction classes. It was also found that prior knowledge, motivation for learning, and network speed were factors affecting achievement in English learning. These findings suggest that MMORPGs can play an important role in improving English communicative skills.     

Learning spreadsheets: human instruction vs. computer-based instruction

The increasing need to instruct students in the use of personal computer software, especially electronic spreadsheets, is placing greater demands on the already full university curriculum. A potential help in meeting these demands is the readily available computer-based software tutorials. In order to explore the feasibility of computer-based instruction as an alternative to human instruction, this research compares two modes of instruction, computer-based and human. An experiment was conducted with groups of business student subjects. The research results indicate no difference in students' attitude towards computer-based instruction and human instruction of spreadsheets. Students' short-term recall of the software syntax being taught is as strong with computer-based instruction as with human instruction. These results were not affected by the level of personal computer experience that students had prior to the experiment. However, the ability to comprehend and immediately apply the software to a task is greater with human instruction than with computer-aided instruction. This advantage holds true for students instructed by experienced and inexperienced instructors.     

Computerized writing and reading instruction for students in grades 4–9 with specific learning disabilities affecting written language

Computer scientists and educational researchers evaluated effectiveness of computerized instruction tailored to evidence‐based impairments in specific learning disabilities (SLDs) in students in grades 4–9 with persisting SLDs despite prior extra help. Following comprehensive, evidence‐based differential diagnosis for dysgraphia (impaired handwriting), dyslexia (impaired word reading and spelling), and oral and written language learning disability, students completed 18 sessions of computerized instruction over about 3 months. The 11 students taught letter formation with sequential, numbered, coloured arrow cues with full contours who wrote letters on lines added to iPAD screen showed more and stronger treatment effects than the 21 students taught using only visual motion cues for letter formation who wrote on an unlined computer monitor. Teaching to all levels of language in multiple functional language systems (by ear, eye, mouth and hand) close in time resulted in significant gains in reading and writing skills for the group and in diagnosed SLD hallmark impairments for individuals; also, performance on computerized learning activities correlated with treatment gains. Results are discussed in reference to need for both accommodations and explicit instruction for persisting SLDs and the potential for computers to teach handwriting, morphophonemic orthographies, comprehension and composition     

Learning spreadsheets: human instruction vs. computer-based instruction

Abstract

The increasing need to instruct students in the use of personal computer software, especially electronic spreadsheets, is placing greater demands on the already full university curriculum. A potential help in meeting these demands is the readily available computer-based software tutorials. In order to explore the feasibility of computer-based instruction as an alternative to human instruction, this research compares two modes of instruction, computer-based and human. An experiment was conducted with groups of business student subjects. The research results indicate no difference in students‘ attitude towards computer-based instruction and human instruction of spreadsheets. Students’ short-term recall of the software syntax being taught is as strong with computer-based instruction as with human instruction. These results were not affected by the level of personal computer experience that students had prior to the experiment. However, the ability to comprehend and immediately apply the software to a task is greater with human instruction than with computer-aided instruction. This advantage holds true for students instructed by experienced and inexperienced instructors.     

Computer-based reading and writing across the curriculum: Two case studies of L2 writers

Since the early 1980s, second language (L2) writing specialists have been examining possible roles for computers in L2 writing instruction. How, and to what extent, L2 students use computer for academic literacy purposes beyond the writing classroom, that is, across the curriculum, has not received much attention. Because a common goal of L2 college level writing courses is to prepare students to write in these other domains, an awareness of computer-based literacy activities in non-L2 writing courses is essential to the cause of helping L2 writing instructors connect what students learn in their courses to how they write (and read) in other courses. This paper describes research aimed at contributing to such awareness: a qualitative study of the computer-based reading and writing activity of two undergraduate English as a Second Language (ESL) students beyond ESL writing courses.     

Teaching genetics with multimedia results in better acquisition of knowledge and improvement in comprehension

The main goal of this study was to explore whether the use of multimedia in genetics instruction contributes more to students' knowledge and comprehension than other instructional modes. We were also concerned with the influence of different instructional modes on the retention of knowledge and comprehension. In a quasi‐experimental design, four comparable groups of 3rd and 4th grade high school students were taught the process of protein synthesis: group 1 was taught in the traditional lecture format (n = 112 students), group 2 only by reading text (n = 124 students), group 3 through multimedia that integrated two short computer animations (n = 115 students) and group 4 by text supplemented with illustrations (n = 117 students). All students received one pre‐test in order to estimate their prior knowledge, and two post‐tests in order to assess knowledge and comprehension immediately after learning and again after 5 weeks. Results showed that students comprising groups 3 and 4 acquired better knowledge and improved comprehension skills than the other two groups. Similar results were observed for retention of acquired knowledge and improved comprehension. These findings lead to the conclusion that better learning outcomes can be obtained by the use of animations or at least illustrations when learning genetics.     

Improving ESL writing using an online formulaic sequence word‐combination checker

Writing correct English sentences can be challenging. Furthermore, writing correct formulaic sequences can be especially difficult because accepted combinations do not follow clear rules governing which words appear together in a sequence. One solution is to provide examples of correct usage accompanied by statistical feedback from web‐based applications for learners to emulate. The goal of the study was to investigate whether such a dedicated web‐based program that provides instant examples of correct word combinations and detailed results of who used these examples, where and when, can improve students' writing. Data were collected from 74 ESL (English as a Second Language) undergraduate students divided into control and experimental groups, who performed formulaic sequence tests, wrote passages in English, followed by interviews with members of the experimental group. The results show that students who used the software outperformed those who did not, on the tests and the overall grades for their writing. Implementing formulaic sequence check programs in writing classes to help students decide which words can appear together, under which circumstances, and in which context is recommended.     

Effects of electronic outlining on students' argumentative writing performance

This study examined the effect of electronic outlining on the quality of students' writing products and how outlining affects perceived mental effort during the writing task. Additionally, it was studied how students appropriate and appreciate an outline tool and whether they need explicit instruction in order to engage in planning. To answer these questions, the writing products and self‐report data from 34 tenth‐grade students of a Dutch pre‐university school were analysed. Students wrote two similar argumentative texts with or without an outline tool. Results show that electronic outlining improves the quality of students' argumentative texts and decreases mental effort. Answers to a retrospective questionnaire showed that a short instruction on the outline tool was sufficient for students to understand its working and that most students experienced the tool as beneficial. Finally, results indicate that without specific instruction on text planning, students hardly devote any time to this important aspect of writing.     

The effects of a theory‐based summary writing tool on students' summary writing

This paper focuses on the design and evaluation of a theory‐based computer‐assisted summary writing learning environment called Summary Writing‐PAL (SW‐PAL). The SW‐PAL was developed based on four aspects: summarizing strategies, learning theories, prior knowledge, and cognitive load. A quasi‐experiment that involved 58 undergraduates majoring in Computer Science was conducted to examine the effectiveness of SW‐PAL in writing summaries. Two intact classes were selected with 28 and 30 students in control and experimental groups, respectively. The conventional teaching approach was employed in the control group, whereas the SW‐PAL was introduced to the experimental group. Pretest and posttest were administrated to both groups. The findings indicated that SW‐PAL improved students' summary writing performance. A significant variance was noted between intrinsic and extraneous cognitive load among students with varying levels of English proficiency in the experimental group, signifying that the SW‐PAL is more suitable for students with lower language proficiency.     

Scaffolding collaborative technical writing with procedural facilitation and synchronous discussion

With the advent of computer technology, researchers and instructors are attempting to devise computer support for effective collaborative technical writing. In this study, a computer-supported environment for collaborative technical writing was developed. This system (Process-Writing Wizard) provides process-oriented scaffolds and a synchronous online chat room to facilitate real-time collaborative writing practice. It allows multiple students to work synchronously on collaborative writing tasks via the Internet. It also helps develop collaborative writing strategies, such as creating team agendas, brainstorming, creating team outlines, and generating team articles. An experiment was conducted to examine the effect of the system on EFL (English as a Foreign Language) students’ collaborative writing experiences. First, an attitude questionnaire was used to evaluate learners’ perceptions, acceptance, attitudes, and continuing motivation toward the functionalities and guidance provided by the system. Second, students’ writing products were examined to evaluate the effect of the system on EFL students’ collaborative writing quality, especially on content and organization. Finally, this study analyzed and coded students’ synchronous chats with three categories (article-related interactions, social interactions, and system operation-related interactions) to evaluate the effect of the system on students’ interactions. The results of the experiment showed: (1) the students had positive attitudes toward the system and continuing motivation to use the system in future writing tasks; (2) analysis of writing products suggested that students produced better content and organization with the support of the system; (3) the procedural facilitation provided by the system successfully scaffolded students to converse more in the category of article-related interactions. Limitations and future research directions are also discussed.     

A personalized recommendation-based mobile learning approach to improving the reading performance of EFL students

In this paper, a personalized recommendation-based mobile language learning approach is proposed. A mobile learning system has been developed based on the approach by providing a reading material recommendation mechanism for guiding EFL (English as Foreign Language) students to read articles that match their preferences and knowledge levels, and a reading annotation module that enables students to take notes of English vocabulary translations for the reading content in individual or shared annotation mode. To evaluate the effectiveness of the proposed approach, an experiment was conducted on a senior high school English course by assigning three classes of students to two experimental groups and a control group. One experimental group learned with the recommendation system with the individual annotation function, the other experimental group learned with the recommendation system with the shared annotation function, while the students in the control group learned with the individual annotation function, but without the recommendation system. The experimental results show that both experimental groups outperformed the control group, but there was no difference in learning outcome between the two experimental groups in terms of learning achievements.