Theory and Practice in Computer-Assisted Vocabulary Learning

2019 ◽  
pp. 993-1017
Author(s):  
Peter Prince
Keyword(s):  
College Students ◽  
Online Learning ◽  
Learning Environment ◽  
Future Development ◽  
Vocabulary Learning ◽  
Theory And Practice ◽  
Autonomous Learning ◽  
Computer Assisted ◽  
Learning Resource ◽  
Ongoing Development

This chapter presents an account of the ongoing development of a vocabulary learning resource, VocPAL (Vocabulary: Progressive Autonomous Learning), for French learners of English in a university context. The chapter describes the background to the resource, its theoretical underpinnings, and its presentation features. These include pictures, sound, an association test, and context sentences forming a story. A questionnaire was administered to college students (N = 115) to assess reactions to VocPAL in an online learning environment. Further insights were gained from interviews with users of the resource. Both questionnaire and interview data suggest that, while the resource is judged favourably overall, improvements can be made to make the story more appealing and to add more interactivity. Results are discussed in terms of future development options, limitations to the study, and some broader issues regarding computer-assisted vocabulary learning.

Theory and Practice in Computer-Assisted Vocabulary Learning

2014 ◽  
pp. 276-297
Author(s):  
Peter Prince
Keyword(s):  
College Students ◽  
Online Learning ◽  
Learning Environment ◽  
Future Development ◽  
Vocabulary Learning ◽  
Theory And Practice ◽  
Autonomous Learning ◽  
Computer Assisted ◽  
Learning Resource ◽  
Ongoing Development

This chapter presents an account of the ongoing development of a vocabulary learning resource, VocPAL (Vocabulary: Progressive Autonomous Learning), for French learners of English in a university context. The chapter describes the background to the resource, its theoretical underpinnings, and its presentation features. These include pictures, sound, an association test, and context sentences forming a story. A questionnaire was administered to college students (N = 115) to assess reactions to VocPAL in an online learning environment. Further insights were gained from interviews with users of the resource. Both questionnaire and interview data suggest that, while the resource is judged favourably overall, improvements can be made to make the story more appealing and to add more interactivity. Results are discussed in terms of future development options, limitations to the study, and some broader issues regarding computer-assisted vocabulary learning.

scholarly journals Research on the Use of Listening Strategies by Chinese Non-English Major College Students-A Comparison between Skillful and Unskillful Listeners

2017 ◽  
Vol 4 (1) ◽  
pp. 21
Author(s):  
Xiu-hua Ma
Keyword(s):  
College Students ◽  
Learning Environment ◽  
Listening Comprehension ◽  
Autonomous Learning ◽  
Strategy Training ◽  
The Internet ◽  
College English ◽  
New Learning ◽  
English Major ◽  
Listening Strategies

Based on the researches of listening strategies at home and abroad, this study tries to explore the use of listening strategy by Chinese non-English major college students under the internet autonomous learning environment. The results from the questionnaires and interviews of listening strategies used by different level students have some implications for teachers. Listening strategies play an important role in the process of listening comprehension and skillful listeners tend to use all the listening strategies more frequently than the unskillful ones in their listening activities. So it is necessary for college English teachers to conduct strategy training in students’ listening comprehension especially in this new learning environment.

Competence-based learning in engineering mechanics in an adaptive online learning environment

2018 ◽  
Vol 38 (3) ◽  
pp. 146-153
Author(s):  
Markus Linke ◽  
Karin Landenfeld
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Strategy ◽  
Individual Student ◽  
Computer Assisted ◽  
Online Learning Environment ◽  
Learning Path ◽  
Engineering Sciences ◽  
Engineering Mechanics ◽  
The Individual

Abstract In engineering sciences like mechanical or automotive engineering, pre-knowledge in mathematics is required to follow deeply specific engineering lectures. Mathematical skills are essential preconditions to successfully complete engineering lectures. It is necessary that these preconditions are identified for each individual student so that suitable learning opportunities can be provided according to the individual student needs. Within this paper an approach of competence-based learning in engineering mechanics is presented. This approach is assisted by an online learning environment that is adapted and extended by several features in order to enable a competence-oriented learning strategy. Computer-assisted tests are used for measuring mathematical pre-knowledge and pre-skills. Moreover, a mastery learning approach based on exercises is utilized in order to secure a certain skill level before students move forward to learn subsequent competencies. Test results influence the individual learning path by offering different learning elements to each student.

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