scholarly journals Learning Effect of Implicit Learning in Joining-in-type Robot-assisted Language Learning System

2019 ◽  
Vol 14 (02) ◽  
pp. 105
Author(s):  
AlBara Khalifa ◽  
Tsuneo Kato ◽  
Seiichi Yamamoto
Keyword(s):  
Language Learning ◽  
Implicit Learning ◽  
Learning Style ◽  
Communication Skills ◽  
Corrective Feedback ◽  
Learning System ◽  
Experimental Results ◽  
Linguistic Knowledge ◽  
Robot Assisted ◽  
Positive Effects

The introduction of robots into language learning systems has been highly useful, especially in motivating learners to engage in the learning process and in letting human learners converse in more realistic conversational situations. This paper describes a novel robot-assisted language learning system that induces the human learner into a triad conversation with two robots through which he or she improves practical communication skills in various conversational situations. The system applies implicit learning as the main learning style for conveying linguistic knowledge, in an indirect way, through conversations on several topics. A series of experiments was conducted using 80 recruited participants to evaluate the effect of implicit learning and the retention effect in a joining-in-type robot-assisted language learning system. The experimental results show positive effects of implicit learning and repetitive learning in general. Based on these experimental results, we propose an improved method, integrating implicit learning and tutoring with corrective feedback in an adaptive way, to increase performance in practical communication skills even for a wide variety of proficiency of L2 learners.

Development of Adaptive Kanji Learning System for Mobile Phone

2012 ◽  
pp. 181-192
Author(s):  
Mengmeng Li ◽  
Hiroaki Ogata ◽  
Bin Hou ◽  
Satoshi Hashimoto ◽  
Yuqin Liu ◽  
...  
Keyword(s):  
Language Learning ◽  
Mobile Phone ◽  
Learning Style ◽  
Adaptive Learning ◽  
Learning Systems ◽  
Learning System ◽  
Difficulty Level ◽  
Proficiency Level ◽  
Main Emphasis ◽  
Adaptive Learning System

This paper describes an adaptive learning system based on mobile phone email to support the study of Japanese Kanji. In this study, the main emphasis is on using the adaptive learning to resolve one common problem of the mobile-based email or SMS language learning systems. To achieve this goal, the authors main efforts focus on three aspects: sending the contents to a learner following his or her interests, adjusting the difficulty level of the tests to suit the learner’s proficiency level, and adapting the system to his or her learning style. Additionally, this system has already been evaluated by the learners and the results show that most of them benefited from the system and would like to continue using it.

scholarly journals Foco na forma e o ensino de Inglês como L2/L3

2017 ◽  
Vol 8 (1) ◽  
pp. 74
Author(s):  
Maria Alejandra Saraiva Pasca ◽  
Karen Pupp Spinassé
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Corrective Feedback ◽  
Linguistic Knowledge ◽  
Linguistic Structure ◽  
Third Language ◽  
Similarities And Differences

Grammatical and lexical similarities between languages can help promote adult language learning. However, even when learners are provided with a lot of input in the L2, they may not notice certain similarities and differences between their L1 and the L2 in the classroom if the linguistic structure is not salient. The purpose of this article is to discuss the benefits of making grammatical and lexical comparisons among languages, such as proposed in the EuroCom Project, and the importance of using a Meaning and a Form Focused Instruction with corrective feedback when teaching L3 learners, based on different studies carried out with multilinguals. The more the Brazilian learners of English as a second or third language notice the similarities among English, Spanish and Portuguese, the more advantage they will take of their prior linguistic knowledge, facilitating the L3 learning process.

Development of Adaptive Kanji Learning System for Mobile Phone

2010 ◽  
Vol 8 (4) ◽  
pp. 29-41 ◽  
Author(s):  
Mengmeng Li ◽  
Hiroaki Ogata ◽  
Bin Hou ◽  
Satoshi Hashimoto ◽  
Yuqin Liu ◽  
...  
Keyword(s):  
Language Learning ◽  
Mobile Phone ◽  
Learning Style ◽  
Adaptive Learning ◽  
Learning Systems ◽  
Learning System ◽  
Difficulty Level ◽  
Proficiency Level ◽  
Main Emphasis ◽  
Adaptive Learning System

This paper describes an adaptive learning system based on mobile phone email to support the study of Japanese Kanji. In this study, the main emphasis is on using the adaptive learning to resolve one common problem of the mobile-based email or SMS language learning systems. To achieve this goal, the authors main efforts focus on three aspects: sending the contents to a learner following his or her interests, adjusting the difficulty level of the tests to suit the learner’s proficiency level, and adapting the system to his or her learning style. Additionally, this system has already been evaluated by the learners and the results show that most of them benefited from the system and would like to continue using it.

scholarly journals The Effect of Immediate and Delayed Error Correction on Accuracy of EFL Learners’ Oral Production

2016 ◽  
Vol 6 (3) ◽  
pp. 93
Author(s):  
Fatemeh Safari
Keyword(s):  
Language Learning ◽  
Error Correction ◽  
English Language ◽  
Corrective Feedback ◽  
Specific Situation ◽  
Efl Learners ◽  
Oral Production ◽  
Positive Effects ◽  
The Subject ◽  
English Language Institute

The concept of corrective feedback in learning a second language has gained more importance and it has been the subject of many researches during recent years. Therefore, considering some aspects that affect it such as when and how to correct, and also what types of corrective feedback are more preferable and effective is of crucial concern. The aim of this study is to find the most effective type of error correction (especially the best time: whether immediately or delayed) in the case of accuracy of Iranian EFL learners’ oral production. Thus, in order to investigate this study, 30 homogenous intermediate EFL learners were selected randomly (female) aged 13 to 30 from Tak English language institute in Dezful, Iran. The participants were divided into 2 groups of 15. For G1 errors were corrected immediately and for G2 with some delay, i.e. after finishing their speech during a term. At the end of the term, each student were asked to discuss one of the topics they have covered during the term, while their voices were recorded and transcribed later. Measures of accuracy were developed to examine the results. Data analysis indicated that both Immediate and Delayed Error Correction had positive effects on the accuracy of learners’ oral production. However, it was evident that although both types of CF were beneficial, the effects of Immediate Error Correction were larger than the other. In conclusion, regarding the specific purpose of language learning in a specific situation and classroom, it is recommended that teachers should be familiarized with all types of CF and then cautiously select the most appropriate one.

scholarly journals Immediate Uptake of Phonological Corrective Feedback in Language Learning and Retention

2018 ◽  
Vol 2018 ◽  
pp. 1-11
Author(s):  
Amin Naeimi ◽  
Mahnaz Saeidi ◽  
Biook Behnam
Keyword(s):  
Language Learning ◽  
Corrective Feedback ◽  
Treatment Strategies ◽  
Language Learner ◽  
Efl Learners ◽  
Positive Effects ◽  
Metalinguistic Feedback ◽  
Error Treatment ◽  
Learner Uptake ◽  
Phonological Errors

As language learners’ phonological errors have attracted substantial attention, error treatment strategies have become an indispensable part of teachers’ repertoire. Research has found positive effects for corrective feedback on language learner uptake; however, the effect has not been proved to be sustained over time. This quasiexperimental study sought to explore whether uptake can reflect language learning and retention through measuring the effectiveness of three common types of oral corrective feedback on Iranian EFL learners’ phonological errors. Fifty-four male intermediate-level learners received a nine-session treatment in the form of recast, elicitation, and metalinguistic feedback during story retelling tasks. Results of comparing and correlating uptake with posttest scores revealed that while recast was found to be the most effective feedback in inducing correct uptake, it was metalinguistic feedback that proved to be the most conducive in learning and retention. Besides, there was no significant relationship between the learners’ scores in uptake and their learning and retention in any groups. This suggests that EFL learners’ immediate reactions to teachers’ input-providing or output-prompting correction could not be a reflection of language development, and more consistent and continuous long-term assessment of the success of corrective feedback has to be envisaged in language teaching methodologies.

Teachers’ Role in Dealing with Errors in Students’ Second Language Learning

2017 ◽  
Vol 7 (8) ◽  
pp. 644
Author(s):  
Wei Zuo
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Process ◽  
Second Language Learning ◽  
Corrective Feedback ◽  
Language Education ◽  
Learning Ability ◽  
Public Attention ◽  
Positive Effects ◽  
Language Class

Methods applied to improve learners’ achievements in learning process have aroused public attention in second language education. Error correction is what both teachers and learners often focus on, and most of them over emphasized the importance of corrective feedback, which leads to a lack of confidence in learners to tap their capacity in using the new language. Therefore, this paper discusses the effective way to deal with learners’ errors in second language learning process. A switch from the emphasis on the correct form of language to the way to improve learners’ learning ability is investigated in a second language class with instructions of how to apply new knowledge properly in practice being introduced in Group Work activities. Grading in Learners wring and oral exams analyzed by SPSS shows an advancement as well as the improved learning confidence. Some effective teaching methods and the positive effects from the results of a quantitative research on second language learners are explored in this paper, which are of great use in a second language class as well as some relative researches.

scholarly journals The Secondary School Students’ Usage of English Learning Websites to Self-Correct Writing Errors

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Alia Nur Dodgson Bt Tariq ◽  
Masdinah Alauyah Md. Yusof
Keyword(s):  
Language Learning ◽  
English Language ◽  
Teaching Strategy ◽  
Corrective Feedback ◽  
Linguistic Knowledge ◽  
English Language Learning ◽  
Research Approach ◽  
School Students ◽  
Language Classroom ◽  
Writing Errors

<em>Corrective feedback (CF) is an inevitable teaching strategy carried out by educators, especially in an English Language classroom. Past studies have shown that corrective feedback is effective; however, indirect corrective feedback seems to have a variety of issues that has caused it to be unsuccessful. Some studies found that one of the setbacks of indirect corrective feedback is students are still having difficulties in dealing with and learning from the indirect corrective feedback itself. Students could not rectify their errors as they do not have sufficient linguistic knowledge to facilitate them, especially when they have to deal with complex linguistic errors all by themselves. Hence, this research was carried out to address this problem via the utilization of the English Language learning websites as the reference materials for the students to deal with complex linguistic errors. It was hoped that the students would be able to deal with indirect corrective feedback and successfully self-correct their errors. The qualitative research approach was employed in this research, where participants recorded their usage of the English Language learning websites in a logbook. Five randomly selected participants were interviewed to obtain a more comprehensive understanding of their experience, feedback and comments. The results showed that there were positive reactions and comments which indicated that the use of the English Language learning websites has been successful in assisting the participants in dealing with indirect corrective feedback and in doing self-correction. However, there were also negative reactions to be taken into account. Thus, this presentation will highlight some insights from the research.</em>

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