scholarly journals Conceptual Framework: Development of Interactive Reading Malay Language Learning System (I-ReaMaLLS)

2018 ◽  
Vol 150 ◽  
pp. 06021
Author(s):  
Nurulisma Ismail ◽  
Rasimah Che Mohd Yusoff ◽  
Mohamad Umar Jiman
Keyword(s):  
Preschool Children ◽  
Language Learning ◽  
Conceptual Framework ◽  
Reading Skills ◽  
Initial Study ◽  
Learning System ◽  
Interactive System ◽  
Learning To Read ◽  
Interactive Reading ◽  
Framework Development

Reading is very important to access knowledge. Reading skills starts during preschool level no matter of the types of languages. At present, there are many preschool children who are still unable to recognize letters or even words. This leads to the difficulties in reading. Therefore, there is a need of intervention in reading to overcome such problems. Thus, technologies were adapted in enhancing learning skills, especially in learning to read among the preschool children. Phonological is one of the factors to be considered to ensure a smooth of transition into reading. Phonological concept enables the first learner to easily learn reading such to learn reading Malay language. The medium of learning to read Malay language can be assisted via the supportive of multimedia technology to enhance the preschool children learning. Thus, an interactive system is proposed via a development of interactive reading Malay language learning system, which is called as I-ReaMaLLS. As a part of the development of I-ReaMaLLS, this paper focus on the development of conceptual framework in developing interactive reading Malay language learning system (I-ReaMaLLS). I-ReaMaLLS is voice based system that facilitates the preschool learner in learning reading Malay language. The conceptual framework of developing I-ReaMaLLS is conceptualized based on the initial study conducted via methods of literature review and observation with the preschool children, aged 5 – 6 years. As the result of the initial study, research objectives have been affirmed that finally contributes to the design of conceptual framework for the development of I-ReaMaLLS.

Metode dan Media Pembelajaran Bahasa Arab Berbasis Internet di Era Teknologi Informasi

1970 ◽  
Vol 14 (3) ◽  
pp. 348-445
Author(s):  
Muhandis Azzuhri
Keyword(s):  
Information Technology ◽  
Language Learning ◽  
Learning Process ◽  
Arabic Language ◽  
Learning System ◽  
Information Channel ◽  
Technology Advancement ◽  
Other Information

Information technology era necessitate changing of learning system, mainly on method and media Arabic language learning. Arabic language learning system nowadays criticized because its monotone, traditional, and not innovative compared with other language learning. This is because absolutism and lack of creativity of Arabic learning sta­keholders (lecturer, teacher, Kiai) to apply method and Arabic language learning media that appropriate with information technology advancement. internet- based Arabic language learning embarked because as most communicative learning media at information technology era because integrate internet and other information channel as tools to empower learning process to more creative, innovative, and competitive. .

scholarly journals 3D Avatar Approach for Continuous Sign Movement Using Speech/Text

2021 ◽  
Vol 11 (8) ◽  
pp. 3439
Author(s):  
Debashis Das Chakladar ◽  
Pradeep Kumar ◽  
Shubham Mandal ◽  
Partha Pratim Roy ◽  
Masakazu Iwamura ◽  
...  
Keyword(s):  
Language Learning ◽  
Sign Language ◽  
Language Processing ◽  
Hearing Impaired ◽  
Learning System ◽  
English Sentence ◽  
Impaired People ◽  
Indian Sign Language ◽  
Impaired Person ◽  
3D Avatar

Sign language is a visual language for communication used by hearing-impaired people with the help of hand and finger movements. Indian Sign Language (ISL) is a well-developed and standard way of communication for hearing-impaired people living in India. However, other people who use spoken language always face difficulty while communicating with a hearing-impaired person due to lack of sign language knowledge. In this study, we have developed a 3D avatar-based sign language learning system that converts the input speech/text into corresponding sign movements for ISL. The system consists of three modules. Initially, the input speech is converted into an English sentence. Then, that English sentence is converted into the corresponding ISL sentence using the Natural Language Processing (NLP) technique. Finally, the motion of the 3D avatar is defined based on the ISL sentence. The translation module achieves a 10.50 SER (Sign Error Rate) score.

Scaffolds for Learning to Read in an Inclusion Classroom

2000 ◽  
Vol 31 (3) ◽  
pp. 265-279 ◽  
Author(s):  
Elaine R. Silliman ◽  
Ruth Bahr ◽  
Jill Beasman ◽  
Louise C. Wilkinson
Keyword(s):  
Language Learning ◽  
Reading Instruction ◽  
Skill Learning ◽  
Typically Developing ◽  
Emergent Reading ◽  
Reading Groups ◽  
Learning To Read ◽  
Team Members ◽  
Inclusion Classroom ◽  
Language Learning Disability

Purpose: This article describes a study on the scaffolding of learning to read in a primary-level, continuous-progress, inclusion classroom that stressed a critical thinking curriculum and employed a collaborative teaching model. Two emergent reading groups were the focus of study—one group that was taught by a general educator and the other by a special educator. The primary purposes were to discern the teachers’ discourse patterns in order to define whether scaffolding sequences were more directive or more supportive and the degree to which these sequences represented differentiated instruction for children with a language learning disability (LLD). Method: Two students with an LLD and two younger, typically developing peers were videotaped in their emergent reading groups during an 8-week period. The distribution, types, and functions of teacher scaffolding sequences were examined. Results: Both team members primarily used directive scaffolding sequences, suggesting that the assistance provided to children emphasized only direct instruction (skill learning) and not analytical thinking concerning phonemegrapheme relationships (strategy learning). Distribution of scaffolding sequence types directed to the four students indicated that the two children with an LLD were receiving reading instruction that was undifferentiated from the two typically developing, younger children. Clinical Implications: In order for children with an LLD to benefit from inclusion, explicit, systematic, and intensive instruction in phonological awareness and spelling-sound relationships should be implemented within the context of multilevel instruction that balances skill- and strategy-based learning.

Language Learning Environments

2021 ◽  
Author(s):  
Phil Benson
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Conceptual Framework ◽  
Learning Environments ◽  
Second Language Learning ◽  
Do So

This book is the first in-depth examination of the application of theories of space to issues of second language learning. The author outlines a new conceptual framework for researching SLA that centres on the idea of 'language learning environments' and demonstrates that where people learn languages is equally as important as how they do so.

Using Mobile Technologies in Education

2017 ◽  
Vol 13 (4) ◽  
pp. 77-90 ◽  
Author(s):  
Célio Gonçalo Cardoso Marques ◽  
António Manso ◽  
Ana Paula Ferreira ◽  
Felisbela Morgado
Keyword(s):  
Teaching And Learning ◽  
Reading Skills ◽  
Mobile Technologies ◽  
Ministry Of Education ◽  
Digital Repository ◽  
Learning To Read ◽  
Level Of Satisfaction ◽  
Complex Process ◽  
High Level ◽  
And Training

The acquisition of reading skills is decisive for the academic achievement of students. However, learning to read is a complex process. With this in mind, several attempts have been made to find new educational approaches to enhance students' reading motivation. Considering the enormous potential of ICT for education and training, we have developed a digital repository of teaching and learning materials and a multiplatform application that runs on mobile devices: Letrinhas. This information system was designed to promote the development of reading and to provide tools for monitoring and assessing reading skills against the curricular targets set by the Ministry of Education. Letrinhas was evaluated by specialists and users and a high level of satisfaction was observed among students and teachers as time and effort spent to consolidate reading is considerably reduced with this application. This evaluation also enabled to identify features that will be available in the future.

Reading Readiness Test For Kindergarten Children

2012 ◽  
Author(s):  
Kee Jiar Yeo ◽  
Othman Md. Johan
Keyword(s):  
Listening Comprehension ◽  
Reading Skills ◽  
Developmental Process ◽  
High Reliability ◽  
Reading Readiness ◽  
Kindergarten Children ◽  
Sight Words ◽  
Learning To Read ◽  
Reading Key ◽  
Letter Sound

Belajar membaca ialah suatu proses perkembangan yang berlaku secara berterusan dan kesediaan merupakan konsep yang wujud dalam pelbagai peringkat belajar membaca tersebut. Kesediaan membaca pula biasanya dikatakan sebagai peringkat paling awal dalam kemahiran membaca secara tidak formal yang membabitkan kanak-kanak. Kesediaan membaca melibatkan tret asas umum yang dapat membantu kanak–kanak memulakan alam akademiknya tanpa banyak menghadapi masalah. Sebagai usaha mengkaji kebolehan aspek kognitif dalam kemahiran membaca, ujian kesediaan membaca dalam bahasa Melayu telah dibangunkan. Ujian ini merangkumi enam aspek, iaitu diskriminasi visual, kesedaran fonologi, huruf dan hubungan huruf–bunyi, melengkapkan ayat berpandukan huruf, kata pandang–sebut, dan pemahaman lisan. Ujian ini telah diberikan kepada 130 orang kanak–kanak tadika yang dipilih secara rawak daripada enam buah tadika untuk menentukan kestabilan psikometrik ujian tersebut. Analisis uji–uji semula yang dijalankan menunjukkan bahawa ujian yang dibangunkan mempunyai kebolehpercayaan yang agak tinggi, iaitu lebih daripada 0.80, justeru menunjukkan kegunaan pragmatis ujian ini. Diharapkan ujian ini dapat membantu pihak tadika dalam mengenal pasti kanak–kanak yang memerlukan penumpuan khusus dalam proses pembelajaran merkea, terutamanya dalam aspek membaca. Kata kunci: Kesediaan; kesediaan membaca; ujian kesediaan membaca Learning to read is an on–going developmental process and readiness is just a concept in the various stages of learning to read. Reading readiness is often referred as the earliest stage of informal reading skills that involve young children. It is the basic common traits which would help a child to begin his academic endeavour without much difficulties. To study the ability of cognitive aspect on reading, a reading readiness test in bahasa Melayu was developed. This test consists of six aspects, namely visual discrimination, phonological awareness, letter and letter–sound relationship, aural cloze with letter, sight words, and listening comprehension. This test was given to 130 kindergarten children randomly selected from six kindergartens to determine its psychometric stability. A test–retest analysis shows that the test has a fairly high reliability of more than 0.80, hence suggests its pragmatic utility. It is hoped that the test would enable kindergarten authority in identifying students who need special attention in their learning process, specifically in reading. Key words: Readiness; reading readiness; reading readiness test

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