Application of machine learning and image target recognition in English learning task

2020 ◽  
Vol 39 (4) ◽  
pp. 5499-5510 ◽  
Author(s):  
Wenjing Zhan ◽  
Yue Chen
Keyword(s):  
Language Learning ◽  
English Language ◽  
Target Recognition ◽  
Learning Task ◽  
English Learning ◽  
Learning Center ◽  
Contrast Method ◽  
Adaptive Technique ◽  
Recognition Ability ◽  
Traditional Algorithm

Artificial intelligence speech recognition mostly judges the accuracy of grammar or sentence in the detection of pronunciation error, but has little research on pronunciation judgment, so it cannot effectively correct the pronunciation. This study analyzes the application of image target recognition in English learning task. Task-based approach emphasizes the process of English learning, not the result, the purposeful communication and meaning expression, encourages learners to open their mouths, and emphasizes that English language learning activities and their tasks are realistic in life. In addition, this paper introduces the DNN adaptive technique based on KL divergence regularization to adapt the acoustic model. Finally, this paper uses the experimental contrast method to compare and analyze the algorithm of this research with the traditional algorithm. The research shows that the recognition ability of the algorithm for confusing phonemes is improved than that of traditional algorithms, and this conclusion provides a powerful result for the introduction of error correction algorithms into education networks. By using the platform of autonomous learning center, students can improve their English level by completing the tasks chosen by teachers or by themselves and through training.

Needs Analysis and Teachers' Perceptions: A Study of the English Undergraduate Students

2019 ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Needs Analysis ◽  
Learning Needs ◽  
English Learning ◽  
Visual Aids ◽  
Analysis Model ◽  
Classroom Activities ◽  
Teaching Aids

Needs Analysis in the context of language-learning-teaching is an important process to design a certain course and syllabus. It helps course designers to set objectives, choose content, method of instruction, appropriate teaching aids, and classroom activities for different courses. This paper reports the perceptions of the researchers on the English language learning needs of the English undergraduate students of Shaheed Benazir Bhutto University Sheringal, Pakistan. The data is based on the researchers’ personal experience and first-hand observation of the population as the researchers have been teaching in the target context for about a decade. Furthermore, the researchers have always been in discussion with their students and colleagues about the target students’ English learning needs, preferred learning styles, motivation in learning English, interest, strengths/weaknesses, and attitude toward English learning in the target setting. Learners’ assignments, exam answer sheets, and presentations have also been used is a source of data collection. A needs analysis model proposed by Hutchinson and Waters (1987) has been applied in order to analyze the data. The results show that the students lack well grammatical sentences, have poor spellings, capitalization problems, limited vocabulary, unaware of collocations, poor/slow reading comprehension, and lack of effective presentation skills. Furthermore, most of the students have a lack of involvement in classroom activities and feel shy about speaking the English language. It was reported that the provision of authentic material, interesting activities, suitable audio-visual aids, relevant texts, language labs, and other logistic arrangements can better help them in learning the English language. The findings demonstrate that the students wished to have a learner-centered-course that helps them excel in their academic life and learning the English language.

English Students’ Attitudes towards English Language Teaching and Learning at IAIN Padangsidimpuan

2016 ◽  
Vol 13 (2) ◽  
Author(s):  
Ida Royani ◽  
T. Silvana Sinar
Keyword(s):  
Language Learning ◽  
Role Models ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
English Learning ◽  
Learner Centered ◽  
Students Attitudes ◽  
English Students

This study investigated the English students’ attitudes of IAIN Padangsidimpuan towards both English language teaching in terms of (a) language-centered, (b) learner-centered, and (c) learning-centered method; and learning English in terms of scales (a) attitudes toward long-term English learning, (b) interest in culture and communication, (c) perception about studying in school context, (d) images associated with English, (e) English learning activities, (f) exposure to English outside school, (g) self-rated four English skills, (h) self-reported academic English grade, and (i) identification of English role models. The data were obtained by questionnaire and interview from 10 selected students in which 4 male and 6 female students in 7th semester and were analyzed by steps provided by Gay, L.R and Airasian (1996). The result showed:  first, English students’ attitudes towards English language teaching had been found highly onlearning-centered method, followed by learner-centered method in second range, and almost negative view in language-centered method.Second, English students’ attitudes towards English language learningwere positivein scales; long-term English learning, interest in communication, and images associated with English.  Third, role of students’ gender on English language learning were not found. Reasons for this statement are (i) status of English as international language and (ii) equalization of getting education for male and female. Keywords: attitude, language teaching, language learning, and gender

Education of undergraduate: Epistemic and cultural beliefs as obstacles to technology

2021 ◽  
pp. 002072092098431
Author(s):  
Fahad SS Alfallaj ◽  
Ahmed AH Al-Ma'amari ◽  
Fahad IA Aldhali
Keyword(s):  
Saudi Arabia ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Learning Experience ◽  
Cultural Beliefs ◽  
Cultural Barriers ◽  
English Learning ◽  
Mixed Method Research ◽  
Language Curriculum

This study aims to identify the epistemological and cultural beliefs that act as barriers in English learning by Saudi undergraduate learners. English is a compulsory component of education from the early school years in Saudi Arabia, and the Ministry of Education invests a great deal of workforce and financial resources in this sector in a concerted effort to ensure that Saudi students attain language proficiency. The study employed a mixed-method research design and was conducted with 85 undergraduate learners at Qassim University. It used a questionnaire and interviews to obtain insight into the factors that inhibit the English learning experience. Results revealed that the respondents' resistance to the learning of others' culture stems mainly from the epistemic and cultural barriers embedded in English language learning. Implications of the study will provide the basis to policymakers, educationists, institutions, and learners for contextualizing the English language curriculum of Saudi Arabia.

College English Learning Center Planning Based on Language Learning

2021 ◽  
Vol 7 (5) ◽  
pp. 4493-4499
Author(s):  
Diwen Dong
Keyword(s):  
Language Learning ◽  
Independent Learning ◽  
Learning Needs ◽  
English Learning ◽  
Learning Center ◽  
Learning Centers ◽  
Learning Materials ◽  
College English ◽  
The University ◽  
Functional Areas

Objectives: Planning for English learning centers for college students can meet the needs of students’ independent learning and achieve the purpose of enhancing students’ comprehensive English practice and application ability. Methods: This study proposed the characteristics and functions of the English learning center, as well as the resources and facilities of the learning center when planning the university English learning center, and explained the construction of the English learning center’s learning materials and the division of functional areas. The influencing factors of the construction of learning center materials mainly include students’ language level, learning needs, authority and applicability of learning materials. Results: On this basis, taking the English learning center plan of a university library as an example, the functional areas are divided into four functional areas: English listening, speaking, reading and writing. Conclusion: It is hoped that this research will provide some reference and reference for the planning study of university English learning center based on language learning.

scholarly journals An Ecological Perspective on University Students’ Sustainable Language Learning during the Transition from High School to University in China

2020 ◽  
Vol 12 (18) ◽  
pp. 7359
Author(s):  
Chen Li ◽  
Shahid Abrar-ul-Hassan ◽  
Fei Gao
Keyword(s):  
High School ◽  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Ecological Perspective ◽  
English Learning ◽  
Self Regulated Learning ◽  
Teaching Content ◽  
Regulated Learning ◽  
Transition From High School

Transitioning from high school to university presents a significant challenge for many students on multiple fronts, including language learning. This mixed-method study draws on an ecological perspective to investigate students’ English learning experiences during the transition from high school to university in China, focusing on teaching content, teaching approach, assessment and feedback, and self-regulated learning. Data is collected from six universities at three different academic levels in China, and analyzed using both statistical and thematic analysis. The research finds that there are differences between high school and university English language education in the above-mentioned four areas, and students’ ecopotentials are of critical importance for their adaptation to university English learning. These findings suggest the necessity of the continuity of teaching content, the promotion of individualized curricula, and the cultivation of self-regulated learning capacities to support students’ sustainable English learning during the transition from high school to university.

An Investigation of Chinese Older Adults' Self-Directed English Learning Experience Using Mobile Apps

2019 ◽  
Vol 9 (4) ◽  
pp. 51-71
Author(s):  
Yangting Wang ◽  
M. Sidury Christiansen
Keyword(s):  
Older Adults ◽  
English Language Learners ◽  
Language Learning ◽  
Transformational Learning ◽  
English Language ◽  
Mobile Apps ◽  
Learning Experience ◽  
English Learning ◽  
Self Directed Learning ◽  
Chinese Older Adults

A majority of research on mobile-assisted language learning focuses on traditional English language learners: thus, little attention has been paid to older adult learners. The purpose of the study is to explore the learning experiences of Chinese older adults using the free and popular English learning mobile apps, Duolingo/Hello English, Baicizhan, and Liulishuo, in a self-directed learning (SDL) context. A 17-week sequential mixed-methods study was designed. 55 older adults from age 45 to 85 participated. The informed grounded theory was used and Saldana's coding techniques for qualitative analysis. Quantitative data were analyzed using descriptive statistics and paired sample t-tests. Findings demonstrate that older adults persisted in learning using mobile apps for 17 weeks and increased their vocabulary significantly. Finally, a transformational learning model called MISAPP was created based on the empirical data and the SDL theory.

A Comprehensive Review of Mobile Technology-Assisted English Learning

2021 ◽  
pp. 246-265
Author(s):  
Liheng Yu ◽  
Zhonggen (中根) Yu (于)
Keyword(s):  
Language Learning ◽  
Mobile Technology ◽  
Mobile Device ◽  
English Language ◽  
Language Skills ◽  
Vocabulary Knowledge ◽  
English Language Learning ◽  
English Learning ◽  
Factors Influencing ◽  
Learning Functions

Mobile English language learning has drawn global attention. This study systematically examined the literature in the past 11 years. It visualized the general trend of the number of related publications in a decade, discussed the attitudes of teachers and learners toward mobile device-assisted English learning, explored the effect of motivation on mobile device assisted English learning, discussed the influence of mobile device-assisted English learning on output and input English language skills, presented the influence of mobile device-assisted English learning on vocabulary knowledge acquisition, demonstrated the factors influencing the effectiveness of mobile English language learning, showed the general learning outcomes in mobile device-assisted English learning, together with the disadvantages of mobile technology-assisted English learning and co-citations of publications. When designing mobile devices, designers could include and optimize learning functions based on the findings.

A Systematic Review on Mobile Technology-Assisted English Learning

2019 ◽  
Vol 15 (4) ◽  
pp. 71-88
Author(s):  
Zhonggen Yu
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Mobile Technology ◽  
Mobile Device ◽  
English Language ◽  
General Trend ◽  
Vocabulary Knowledge ◽  
English Language Learning ◽  
English Learning ◽  
Learning Functions

Mobile English language learning has drawn global attention. This study systematically examined the literature in the recent eleven years. It visualized the general trend of the number of related publications in a decade; discussed the attitudes of teachers and learners toward mobile device assisted English learning; explored the effect of motivation on mobile device assisted English learning, discussed the influence of mobile device assisted English learning on output and input English language skills; presented the influence of mobile device assisted English learning on vocabulary knowledge acquisition; demonstrated the factors influencing the effectiveness of mobile English language learning, showed the general learning outcomes in mobile device assisted English learning; together with the disadvantages of mobile technology-assisted English learning and co-citations of publications. When designing mobile devices, designers could include and optimize learning functions based on the findings.

scholarly journals Governmental partnerships for language learning: A commercial language platform for young workers in Colombia

2017 ◽  
Vol 25 (2) ◽  
pp. 42 ◽  
Author(s):  
Gustavo Garcia Botero ◽  
Jacqueline Garcia Botero ◽  
Frederik Questier
Keyword(s):  
Language Learning ◽  
English Language ◽  
Monitoring And Evaluation ◽  
Learning Opportunities ◽  
English Language Learning ◽  
English Learning ◽  
Young Workers ◽  
Colombian Government ◽  
Learning Policies ◽  
Free Language

<p>In June 2015, the Colombian government via the Labor Ministry announced a project for young workers called 40.000 Primeros Empleos. In the framework of this project, the Ministry of Labor signed an alliance with the language platform Duolingo as a strategy to provide participants with English learning opportunities and a free language certificate. With the help of a monitoring and evaluation perspective, this study describes Colombian English language learning policies and their relationship with the labour market. The discussion presented here intends to maximize the outcomes of these kinds of agreements and to provide insights for researchers and national stakeholders willing to carry out similar projects in their countries. Certification is also thoroughly analyzed as a means of estimating the possible impact of this partnership.</p>

scholarly journals PENGEMBANGAN MODEL BAHAN AJAR BAHASA INGGRIS UNTUK PROGRAM EKSTRAKURIKULER DI SEKOLAH DASAR

2015 ◽  
Vol 27 (II) ◽  
pp. 107
Author(s):  
Hanip Pujiati ◽  
Aisah Aisah
Keyword(s):  
Elementary Schools ◽  
Language Learning ◽  
English Language ◽  
Material Model ◽  
Learning Material ◽  
English Learning ◽  
Learning Materials ◽  
Development Methodology ◽  
New Learning ◽  
English Program

Abstract: The objective of this research was to develop a English learning material model for an Extracurricular Program in Elementary Schools. A Research and Development methodology was used involving the following steps: analyzing students’ and teachers’ needs, evaluating the existing learning materials, designing a new learning materials, validating the learning materials by experts, revising learning materials, trying out the learning materials, and revising learning materials. It was found that the existing learning materials were not appropriate for the students’ characteristics and were not organised in a systematic way. Students and teachers indicated that they appreciated enjoyable English language learning materials such as songs, stories and games. Based on these findings a new model for developing materials was developed for Extracurricular English Program in Elementary Schools.

Sign in / Sign up

Export Citation Format

Share Document