scholarly journals EFFECTS OF MASSING AND SPACING ON THE LEARNING OF SEMANTICALLY RELATED AND UNRELATED WORDS

2018 ◽  
Vol 41 (2) ◽  
pp. 287-311 ◽  
Author(s):  
Tatsuya Nakata ◽  
Yuichi Suzuki
Keyword(s):  
University Students ◽  
Vocabulary Acquisition ◽  
Semantic Relatedness ◽  
The Other ◽  
Semantic Clustering ◽  
Japanese University ◽  
Japanese Word

AbstractAlthough researchers argue that studying semantically related words simultaneously (semantic clustering) inhibits vocabulary acquisition, recent studies have yielded inconsistent results. This study examined the effects of semantic clustering while addressing the limitations of previous studies (e.g., confounding of semantic relatedness with other lexical variables). Furthermore, the study investigated the effects of spacing because spacing might facilitate the learning of semantically related items by alleviating interference. In this study, 133 Japanese university students studied 48 English-Japanese word pairs under two conditions: massed and spaced. Half the words were semantically related to each other while the other half were not. Although there were no significant differences between semantically related and unrelated items in posttest scores, semantically related items led to more interference errors than unrelated items. Furthermore, contrary to the authors’ hypothesis that spacing is particularly beneficial for semantically related items, spacing benefited unrelated items more than it did related items.

Comparability of the Rey-Osterrieth Complex Figure, the Taylor Complex Figure, and the Modified Taylor Complex Figure in a Normal Sample of Japanese Speakers

2006 ◽  
Vol 99 (2) ◽  
pp. 531-534 ◽  
Author(s):  
Hikari Yamashita
Keyword(s):  
University Students ◽  
Visual Memory ◽  
Interrater Reliability ◽  
Recall Performance ◽  
The Other ◽  
English Speakers ◽  
Normal Sample ◽  
Japanese University ◽  
Visuospatial Abilities ◽  
Complex Figure

The comparability of recall performance was examined on the Rey-Osterrieth Complex Figure, the Taylor Complex Figure, and the Modified Taylor Complex Figure as measures of visuospatial abilities and visual memory in 66 healthy Japanese university students. A between-subjects design was used in which each of the participants received the three figures. The interrater reliability of each was excellent. While the three figures yielded equivalent copy scores, the Taylor Complex Figure produced significantly higher scores than the other two on both short (3-min.) and delayed (30-min.) recall tests. There were no significant differences between recall scores of the Rey-Osterrieth and the Modified Taylor figures. These results are consistent with the findings of the 2002 study of English-speakers by Hubley and Tremblay, and support that the Modified Taylor Figure is superior to the original one for the companion figure to the Rey-Osterrieth Complex Figure.

scholarly journals Multimedia Gloss Presentation: Learners' Preference and the Effects on EFL Vocabulary Learning and Reading Comprehension

2021 ◽  
Vol 11 ◽  
Author(s):  
Shufang Wang ◽  
Chang In Lee
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
University Students ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Interview Data ◽  
The Other ◽  
Reading Texts

Drawing on Moreno's cognitive-affective theory of learning with media, this research aims to investigate the effectiveness of different multimedia glosses on learners' vocabulary acquisition and reading comprehension in a CALL environment. A total of 160 university students who learnt English as a foreign language (EFL) in four classes participated in the study and were exposed to one of the four conditions: (a) L2 definition only, (b) L2 definition coupled with audio, (c) L2 definition plus video, and (d) L2 definition with picture. Participants were asked to read eight hypermediated reading texts. Reading comprehension as well as vocabulary acquisition were measured using a pretest–posttest design. The results show first that all these four conditions led to students' vocabulary gains. More specifically, participants who had access to L2 definition plus picture and plus videos achieved significantly higher scores than the other two groups, L2 definition coupled with audio and L2 definition only. Concerning reading comprehension, all multimedia glossing presentation led to better reading comprehension, but no differences were found among all the glossing groups. The questionnaire and interview data indicate that students preferred L2 definition coupled with video and picture glosses, followed by audio and L2 definition only. The results reflect that multimedia glossing presentation creates a different effect on students' vocabulary acquisition and reading comprehension, respectively. They also provide pedagogical implications for learning in times of COVID-19.

scholarly journals Engagement, Task Evaluation, and Vocabulary Acquisition Through Extensive Listening

2021 ◽  
Vol 2020 (1) ◽  
pp. 283
Author(s):  
Satoko Suzuki
Keyword(s):  
Statistical Analysis ◽  
University Students ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Negative Evaluation ◽  
Japanese University ◽  
Proficiency Level

In extensive listening (EL) outside the classroom, students select listening materials based on their proficiency level and interests; however, studies of its effectiveness are scarce. This study explored engagement, task evaluation, and vocabulary acquisition through a one-semester EL intervention. Participants included 75 Japanese university students studying once a week for 15 weeks in a general English course and required to practice EL outside of class. The results showed that they engaged in EL for an average of one hour per week and had a relatively negative evaluation for EL. Nonetheless, the statistical analysis showed significant aural vocabulary improvement for all groups, with greater improvements seen among students with a lower initial vocabulary level. This study concludes that EL homework is effective, but adjustments are necessary to facilitate vocabulary learning. 多聴活動では学生が自らの英語力と興味にあった教材を選ぶが、その効果に関する研究は少ない。本研究では、１学期間の多聴への取り組み、多聴に対する評価、多聴後の語彙習得について調査した。参加者は週１回１５週間の一般英語クラスを受講する７５名の日本人大学生で、授業外で多聴に取り組んだ。その結果、彼らは平均週１時間の多聴に取り組んだが、彼らの多聴への評価は比較的否定的であった。一方、語彙テストスコアの向上は全てのグループで確認され、語彙力の低いグループのスコアが語彙力の高いグループより向上した。この研究結果から、授業外での多聴で語彙の学習効果はあったが、その効果をより高めるためには調整をする必要があると分かった。

The Effects of Flipped Classrooms on English Composition Writing in an EFL Environment

2016 ◽  
pp. 1272-1287 ◽  
Author(s):  
Adrian Leis ◽  
Simon Cooke ◽  
Akihiko Tohei
Keyword(s):  
University Students ◽  
Traditional Method ◽  
The Other ◽  
Composition Courses ◽  
English Composition ◽  
Writing Proficiency ◽  
Japanese University ◽  
Empirical Results ◽  
Individual Feedback ◽  
Flipped Classrooms

The authors discuss the empirical results of a study comparing two English composition courses conducted with Japanese university students. One course was taught in a traditional way and the other using the flipped method. The results showed that those studying under the flipped method spent a significantly higher number of hours preparing for class (t(20) = 2.67, p = .014, d = 1.14) and produced a significantly higher number of words in compositions written in the posttest (t(10) = 3.37, p = .007, d = 1.44). The flipped method also appeared to result in significantly greater improvements in the writing proficiency of participants (t(32) = 5.17, p < .001, d = 1.15) and when using a one-way ANCOVA to make a comparison with the traditional method in the posttest (F (1, 63) = 13.50, p < .001, ?2 = .18). The capability to view explanations of the text as many times as participants wished, as well as opportunities for direct and immediate individual feedback from the instructor for participants in the flipped group are discussed as possible reasons for the salient differences.

The Effects of Flipped Classrooms on English Composition Writing in an EFL Environment

2015 ◽  
Vol 5 (4) ◽  
pp. 37-51 ◽  
Author(s):  
Adrian Leis ◽  
Simon Cooke ◽  
Akihiko Tohei
Keyword(s):  
University Students ◽  
Traditional Method ◽  
The Other ◽  
Composition Courses ◽  
English Composition ◽  
Writing Proficiency ◽  
Japanese University ◽  
Empirical Results ◽  
Individual Feedback ◽  
Flipped Classrooms

The authors discuss the empirical results of a study comparing two English composition courses conducted with Japanese university students. One course was taught in a traditional way and the other using the flipped method. The results showed that those studying under the flipped method spent a significantly higher number of hours preparing for class (t(20) = 2.67, p = .014, d = 1.14) and produced a significantly higher number of words in compositions written in the posttest (t(10) = 3.37, p = .007, d = 1.44). The flipped method also appeared to result in significantly greater improvements in the writing proficiency of participants (t(32) = 5.17, p < .001, d = 1.15) and when using a one-way ANCOVA to make a comparison with the traditional method in the posttest (F (1, 63) = 13.50, p < .001, ?2 = .18). The capability to view explanations of the text as many times as participants wished, as well as opportunities for direct and immediate individual feedback from the instructor for participants in the flipped group are discussed as possible reasons for the salient differences.

scholarly journals Perceptions of L1 Use as a Pre-listening Activity Relative to L2 Proficiency

2017 ◽  
Vol 7 (3) ◽  
pp. 1
Author(s):  
Kei Mihara
Keyword(s):  
University Students ◽  
Test Performance ◽  
Listening Comprehension ◽  
The Other ◽  
L2 Proficiency ◽  
Japanese University ◽  
Comprehension Test ◽  
L1 Use ◽  
L2 Vocabulary

The purpose of this study is to examine students’ perceptions of L1 translations when learning L2 vocabulary as a pre-listening activity and to investigate their listening comprehension test performance. Higher and lower level Japanese university students were required to learn vocabulary as a pre-listening activity. Both levels were divided into two groups. One group was asked to learn vocabulary items using L1 translations, whereas the other used L2 definitions. Previous research has suggested that using L1 translations is preferable for lower level students. However, the results of the present study contradict the findings of previous studies. The present study shows that both higher and lower level students tended to prefer L2 definitions when learning L2 vocabulary, and that this tendency was stronger among lower level students. Moreover, regarding listening comprehension test performance, the results show that higher level students who used L1 translations consistently outperformed those who used L2 definitions, although lower level students did not show such consistency.

Assessing Personality With Multi-Descriptor Items

2019 ◽  
Vol 35 (1) ◽  
pp. 117-125
Author(s):  
Johannes Schult ◽  
Rebecca Schneider ◽  
Jörn R. Sparfeldt
Keyword(s):  
University Students ◽  
Construct Validity ◽  
Big Five ◽  
Reliability And Validity ◽  
Personality Inventory ◽  
The Other ◽  
Short Version ◽  
Big Five Inventory ◽  
Personality Inventories

Abstract. The need for efficient personality inventories has led to the wide use of short instruments. The corresponding items often contain multiple, potentially conflicting descriptors within one item. In Study 1 ( N = 198 university students), the reliability and validity of the TIPI (Ten-Item Personality Inventory) was compared with the reliability and validity of a modified TIPI based on items that rephrased each two-descriptor item into two single-descriptor items. In Study 2 ( N = 268 university students), we administered the BFI-10 (Big Five Inventory short version) and a similarly modified version of the BFI-10 without two-descriptor items. In both studies, reliability and construct validity values occasionally improved for separated multi-descriptor items. The inventories with multi-descriptor items showed shortcomings in some factors of the TIPI and the BFI-10. However, the other scales worked comparably well in the original and modified inventories. The limitations of short personality inventories with multi-descriptor items are discussed.

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