scholarly journals Using image-to-text recognition technology to facilitate vocabulary acquisition in authentic contexts

ReCALL ◽  
2020 ◽  
Vol 32 (2) ◽  
pp. 195-212
Author(s):  
Rustam Shadiev ◽  
Ting-Ting Wu ◽  
Yueh-Min Huang
Keyword(s):  
Vocabulary Acquisition ◽  
Traditional Approach ◽  
Learning Task ◽  
Learning System ◽  
Text Recognition ◽  
Learning Activity ◽  
Control Group ◽  
Post Test ◽  
Learner Perceptions ◽  
Experimental Group

AbstractA vocabulary acquisition learning activity was designed and a learning system featuring image-to-text recognition technology to support the activity was developed. The effectiveness of the system with regard to facilitating vocabulary acquisition was tested. The perceptions of learners toward this tool and the affordances of the system for vocabulary acquisition were also explored. To this end, we designed an experiment in which 40 native speakers of Russian learning English as a foreign language from an elementary school participated. They were assigned to either a control condition or an experimental condition. All learners learned new vocabulary in class and then applied their new knowledge to contexts with a realistic simulation of the real world by completing a learning task. The learners in the control group used a traditional approach (e.g. the learners learned vocabulary from corresponding pictures in a textbook), whereas the learners in the experimental group used the proposed learning system (e.g. the learners learned vocabulary using the system). A pre-test–post-test/delayed post-test design was employed to test the effectiveness of the treatment on vocabulary acquisition. Learner perceptions and perceived affordances of the system for vocabulary acquisition were explored through a questionnaire survey and interviews. The quantitative results showed that the learners in the experimental group outperformed their counterparts on both the vocabulary post-test and delayed post-test. The qualitative results revealed that most learners in the experimental group had positive perceptions of the system. In addition, the qualitative results showed the three main categories of affordances. Based on these results, several suggestions and implications are provided for the teaching and research community.

Effectiveness of Constructivist Approach Experiments in Teaching Selected Physics Concepts

2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Lorelei C. Tabago
Keyword(s):  
Positive Attitude ◽  
Traditional Approach ◽  
Control Group ◽  
Constructivist Approach ◽  
Control Group Design ◽  
Significant Difference ◽  
Physics Concepts ◽  
Post Test ◽  
Equivalent Control ◽  
Experimental Group

The study developed constructivist approach experiments to determine its effectiveness in teaching physics concepts. The quasi-experiment following a non-equivalent control group design was used. Two sections of 2nd year BSIT students of Isabela State University-Cauayan Campus were involved. The study administered pre-test and post-test. The scores in the achievement test and standardized attitude inventory test were compared and the significance of their difference was determined using the t-test. The control group and the experimental group were equal in terms of cognitive level in Physics. However, the students exposed to the constructivist approach of laboratory teaching had significantly higher post-test scores and higher mean gain scores than the students exposed to the traditional approach after the study was conducted. The experimental group developed a more positive attitude towards Physics than the control group. Moreover, there was a significant difference between the post achievement scores and post attitude scores of the students exposed to constructivist approachbased experiments and traditional experiments. The Constructivist Approach Experiments are effective in enhancing students’ achievement and in developing a more positive attitude towards the subject than the traditional approach.   Keywords - Constructivist Approach, Constructivist Approach-Based Experiment; Traditional Experiment, Attitude Towards Physics

scholarly journals THE ART OF ENHANCING VOCABULARY THROUGH TECHNOLOGY

JURNAL SMART ◽  
2021 ◽  
Vol 7 (1) ◽  
pp. 35-45
Author(s):  
Normandita Adventina Berliani ◽  
Caroline Victorine Katemba
Keyword(s):  
Quantitative Research ◽  
Learning Strategy ◽  
Learning Activity ◽  
Control Group ◽  
Effective Strategy ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group ◽  
Learning English

Art is a learning strategy or tool used by the teacher currently. Integrating art in learning can stimulate students’ brain and makes learning activity become more effective and interesting. This study used technology-Quizlet as the art of enhancing vocabulary. Vocabulary is the most important tool in learning English to communicate, either orally or written. This was a quantitative research with a comparative design, using 32 students in the experimental group and 32 students in the control group. The pre and post-test designs were used. Results showed that both groups enhanced in vocabulary. Further, there was a significant difference between the two groups. It can be concluded that Quizlet Application is an effective strategy to enhance students’ vocabulary mastery.

scholarly journals COMPUTER AIDED INSTRUCTIONAL MATERIALS IN TEACHING COOKERY IN GRADE 10: IT’S EFFECTIVENESS

2019 ◽  
Vol 5 (2) ◽  
pp. 1-12
Author(s):  
Sharon Nicolas
Keyword(s):  
Traditional Approach ◽  
Statistical Treatment ◽  
Instructional Materials ◽  
Control Group ◽  
Computer Aided Instruction ◽  
Learning Abilities ◽  
Global Competitiveness ◽  
Computer Aided ◽  
Post Test ◽  
Experimental Group

Today's world is known as the globalization era and is marked by rapid and complex changes both in social and values and learning structures. As such, it is natural for the education sector to review, update and orient their programs to the paradigm of these developments because education is crucial to global competitiveness and total human development. The main purpose/aim of this research is to determine the effectiveness of computer aided instructional materials in teaching cookery to grade 10 students. In this study, experimental method of research was used, the pretest and posttest design. The control group and the experimental group were both given a pretest, then exposed to different teaching methods. The experimental group was exposed to computer aided instructional materials while the control group was taught using the traditional approach. Both groups were given a posttest. The researcher used Mean, Percentage and T-test for the statistical treatment. Comparing the results of the pretest and posttest in the control and experimental group, it shows that students who used computer aided instructional materials performed well in class. The result of the experimental group increases in the post test. Therefore, computer aided instruction enhances the learning abilities of the students.

scholarly journals APPLYING GRAPHIC ORGANIZERS STRATEGYON GRADE TEN STUDENTS’ VOCABULARY ACQUISITION

Lingua ◽  
2018 ◽  
Vol 1 (02) ◽  
pp. 33-44
Author(s):  
Abdillah NA ◽  
Robiatul Adawiyah
Keyword(s):  
Vocabulary Acquisition ◽  
Graphic Organizers ◽  
Control Group ◽  
Control Groups ◽  
Control Group Design ◽  
Experiment Method ◽  
Post Test ◽  
And Control ◽  
Experimental Group ◽  
One Way Anova

The purpose of this research was investigating of applying graphic organizers strategy on grade ten students’ vocabulary acquisition at SMA Martia Bhakti Bekasi, particularly to find out whether or not graphic organizers has significance effect on students’ vocabulary acquisition. The population of this research was the students on grade ten at SMA Martia Bhakti Bekasi, with the total number 225 students. Samples were gotten by adoptingcluster random sampling with the total number 60 students who is sitting on 2 classes. One of classes was assigned to an experimental group, whose students were taught using the GO strategy with five specific features of vocabulary items, they are definition, synonym, antonym, example, and using it in an example sentences. While the other class was assigned to be control group, whose students were taught with the same vocabulary items using conventional strategy. The research methodology used quasi experiment method and the research design adopted post test only control group design. After gave the treatment to the experiment and control groups, the post testwas conductedformeasuringeffectivenessof the treatment, numbering 30 items. At the end of the session, the data was analyzed using SPSS v. 21. The researcher used One-Way ANOVA for analysis. The result showed that the F observed is higher than F table (4.00, come from significant level 0.05 and df= 1/58). It means that graphic organizers strategy has significant effect on students’ vocabulary acquisition.

Implementing Task-based Instruction in ESP Class — An Empirical Study in Marine Engineering English

2016 ◽  
Vol 7 (5) ◽  
pp. 936 ◽  
Author(s):  
Xuehua Wu ◽  
Lihui Liao ◽  
Teresa K. DeBacker
Keyword(s):  
Traditional Approach ◽  
Control Group ◽  
Group Data ◽  
Significant Difference ◽  
Post Test ◽  
Based Instruction ◽  
Task Based Instruction ◽  
Marine Engineering ◽  
Listening And Speaking ◽  
Experimental Group

This study investigated teaching English for Specific Purposes (ESP) within the paradigm of task-based language teaching, concentrating on marine engineering English teaching in a Chinese vocational college. Two natural groups of students taking their ESP courses took part in the study as a control group (N=28) and an experimental group (N=33) from 2014 spring to 2014 fall. Teacher-designed reading, listening and speaking pre-test and post-test (simulating the governmental tests held by China Maritime Safety Administration Bureau), and survey were used as the basis for study. The students in the control group and the experimental group were taught in traditional approach and task-based approach respectively. At the end of one academic year study, the students were given a post-test to determine whether there was effect of the treatment on the experimental group. Data analysis showed that there was no statistically significant difference in reading achievement between students in the control group and students receiving task-based instruction, but there was effect on students’ listening and speaking competency. In the investigation, most students were satisfied with task-based instruction, and they proposed some feedbacks and suggestions for the task-based instruction in ESP courses which are beneficial for future instruction.

scholarly journals EFFECT OF PROBLEM BASED LEARNING (PBL) MODEL ON STUDENT LEARNING OUTCOMES IN GEOMETRIC OPTICS SUBMATTER

2016 ◽  
Vol 5 (1) ◽  
pp. 38
Author(s):  
Rani Deliana Panggabean ◽  
Pintor Simamora
Keyword(s):  
Learning Outcomes ◽  
Problem Based Learning ◽  
Learning Activity ◽  
Control Group ◽  
Observation Data ◽  
Average Value ◽  
Post Test ◽  
And Control ◽  
Experimental Group ◽  
Pbl Model

The study was aimed to determine the effect of Problem Based Learning (PBL) model towards student outcomes and learning activity in optica Geometric material. The type of this research was quasy experiment. The population of this research was all of the students class X SMA Negeri 5 Medan A.Y 2014/2015 which was consist of 5 classes. X MIA 5 was choosen as experimental group and X MIA 3 as Control group by using cluster random sampling. The Instrument used was learning outcomes and student’ activity observation sheet. Based on the hypothesis of the average value, pretest shows that both of the class had the same early abilities. After the treatment, found that the average value of post-test in experimental class by using problem-based learning was 76,34 and control class by using conventional learning was 72,56. The result of test showed that data normally distribution and homegeneous. Then, was made a hypothesis experiment that giving t count (1,83)> t table(1,67), so Ha was accepted. Later, from the observation data showed that the students learning activity in experimental group was belong to the active category. Finally, it could be concluded that there was an effect of Problem based learning model towards the learning outcames and learning activity in optical geometric material.

scholarly journals The effects of the TPRS Method on the Students’ English Vocabulary Acquisition

2018 ◽  
Vol 4 (3) ◽  
pp. 264
Author(s):  
Mónica A. Pinos-Ortiz ◽  
Mariory P. Orbe-Guaraca
Keyword(s):  
Vocabulary Acquisition ◽  
Intervention Group ◽  
Control Group ◽  
Teaching Language ◽  
Catholic University ◽  
Comprehensible Input ◽  
Great Support ◽  
Post Test ◽  
The Difference ◽  
Experimental Group

<p style="text-align: justify;">The present study investigates the effects the method of teaching language through reading and storytelling (TPRS) in the acquisition of English vocabulary has in second level students in the Catholic University of Cuenca, extension Cañar; and the perceptions that students have when they are taught through this method. The teaching of language through reading and storytelling is a method that uses different resources for language teaching, providing comprehensible input information in imaginary or real situations derived from students' social context and their cognitive and affective needs. 56 students of the second level of the aforementioned university were randomly selected. A group of 30 students formed the experimental group and 26 students the control group. The data was obtained through the Cambridge vocabulary test in the pre and post-test phases to establish the difference between the groups. Additionally, a survey was applied to the students of the intervention group to know their perspectives on the method. The independent t-statistic test was used for the data analysis. The results show that the students of the treatment group obtained better results than the students in the control group in the measures of vocabulary acquisition. Additionally, the results of the survey showed that the students perceive that the strategies derived from the method were of great support to acquire vocabulary in English.</p>

scholarly journals COMPUTER AIDED INSTRUCTIONAL MATERIALS IN TEACHING COOKERY IN GRADE 10: IT’S EFFECTIVENESS

2019 ◽  
Vol 5 (2) ◽  
pp. 1-12
Author(s):  
Sharon Nicolas
Keyword(s):  
Traditional Approach ◽  
Statistical Treatment ◽  
Instructional Materials ◽  
Control Group ◽  
Computer Aided Instruction ◽  
Learning Abilities ◽  
Global Competitiveness ◽  
Computer Aided ◽  
Post Test ◽  
Experimental Group

Today's world is known as the globalization era and is marked by rapid and complex changes both in social and values and learning structures. As such, it is natural for the education sector to review, update and orient their programs to the paradigm of these developments because education is crucial to global competitiveness and total human development. The main purpose/aim of this research is to determine the effectiveness of computer aided instructional materials in teaching cookery to grade 10 students. In this study, experimental method of research was used, the pretest and posttest design. The control group and the experimental group were both given a pretest, then exposed to different teaching methods. The experimental group was exposed to computer aided instructional materials while the control group was taught using the traditional approach. Both groups were given a posttest. The researcher used Mean, Percentage and T-test for the statistical treatment. Comparing the results of the pretest and posttest in the control and experimental group, it shows that students who used computer aided instructional materials performed well in class. The result of the experimental group increases in the post test. Therefore, computer aided instruction enhances the learning abilities of the students.

scholarly journals The Effects of Process-Genre Approach on Academic Writing

2019 ◽  
Vol 4 (2) ◽  
pp. 89
Author(s):  
Rabiat Ajoke Alabere ◽  
Aspalila Shapii
Keyword(s):  
Undergraduate Students ◽  
Academic Writing ◽  
Traditional Approach ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Essay Writing ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Experimental Group

This study intends to find out the effectiveness of Process-genre Approach (PGA) on academic writing in English as a second language Students' essay writing. The purpose of this paper is to determine how far this current global approach can be of benefit for the development of academic writing skills of the university students who are learning English as a second or foreign language. The participants were subjected to pre-test and post-test before and after intervention respectively. The experimental group was taught with the Process-genre approach while the control group was taught with the product (traditional) approach. The two groups went through 6 weeks of training with the differ- ent approach. The participants are university undergraduate students. The groups had 40 students for each. The data was analyzed by using analysis of Covariance (ANCOVA) to compare the scores of the experimental group with that of the control group. The findings of the study show that, the experimental group outperformed the control group proving that PGA is effective in teaching academic writing in tertiary institutions. The participants are homogeneous at the beginning of the intervention with no significant difference in the pre-test scores of the two groups while there is significant difference in the post test of the two groups. The PGA group scored higher than the PA group proving that there is an impressive performance of the students in academic essay writing of the PGA group of students. Therefore, PGA is an effective approach to teaching academic writing if properly applied.

scholarly journals The Effect of Metacognitive Strategy Use via Task Supported Language Teaching on Vocabulary Acquisition: The Case of Iranian EFL learners

2015 ◽  
Vol 3 (2) ◽  
pp. 118
Author(s):  
Fatemeh Dehghan ◽  
Mohammad Khatib
Keyword(s):  
Vocabulary Acquisition ◽  
Language Teaching ◽  
Lesson Plan ◽  
Cognitive Strategies ◽  
Strategy Use ◽  
Metacognitive Strategy ◽  
Control Group ◽  
Teaching Principles ◽  
Post Test ◽  
Experimental Group

<p>The main difference between proficient and less proficient learners lies in the conscious ability to the so-called metacognition. Students who possess good metacognition know how to learn and what to do in any learning circumstances. The purpose of this study was to investigate the effect of metacognitive strategy use via task supported language teaching on vocabulary acquisition. To achieve this aim, 40 learners studying at Shahid Sadoughi University of Medical Sciences were put into experimental and control groups. For the experimental group, 10 units of 'Barron's Essential Words for the TOEFL (IBT) were covered through 'metacognitive strategy use', 'vocabulary acquisition', and 'task supported language teaching' principles of vocabulary teaching. In the case of the control group, the lesson plan was covered in accordance with the cognitive strategies and based on the exercises posed in the book. A sample of vocabulary test was administered as the pretest and another parallel one for the post-test of the study after each group was exposed to the treatment for 10 sessions. Data analyses revealed that the experimental group outperformed the control group in the post-test; in this regard, the efficacy of the teaching protocol for experimental group is confirmed.</p>

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