The Development of Multi-modal Corpus Tool For Teaching English to Young Learners

In recent years, children have been exposed to various types of technological tools and devices at a very early stage of their lives. In educational settings, different types of educational tools are emerging as a result of the advancement of information technology. While the analytical methods developed in corpus linguistics are applied in different areas of research, the applications to classroom education are somewhat limited, especially those aimed at young learners. Corpusbased language learning and teaching is still limited to adult learners due to the authenticity of the corpus data and the difficulties involved with using available concordance software tools. This paper discusses an ongoing research project to develop a multi-modal corpus application tool for young learners aimed at assisting their English learning in context

ImpacT2 project: preliminary study 1: establishing the relationship between networked technology and attainment

This report explored teaching practices, beliefs and teaching styles and their influences on ICT use and implementation by pupils. Additional factors explored included the value of school and LEA policies and teacher competence in the use of ICT in classroom settings. ImpaCT2 was a major longitudinal study (1999-2002) involving 60 schools in England, its aims were to: identify the impact of networked technologies on the school and out-of-school environment; determine whether or not this impact affected the educational attainment of pupils aged 816 years (at Key Stages 2, 3, and 4); and provide information that would assist in the formation of national, local and school policies on the deployment of IC

Serious Play, Serious Problems: issues with eBook applications

This paper is an investigation into the accessibility of emerging interactive, multi-touch narratives, which are designed and developed to be used on Apples iPad device. Universal access to technology culturally, physically, mentally and socially is vital to the ethical and moral sustainability of society. The importance of this is particularly vital to the development of a childs development of basic literacy, numeracy and reading skills, as technology becomes a predominant mode in their lives. Narratives designed and developed for the iPad device offer a multimodal, interactive environment of text, image, sound, animation and touch; yet they render the accessibility tools and functions, embedded within the iPad for users with disabilities, useless. Whilst some narratives counter this in a variety of ways in their design, there are still major areas where the concept of universal access for all is neglected, leaving a significant portion of users in the dar

Implementing electronic storybooks and the effects on reading achievement at the elementary level

Electronic storybooks are an innovative way to support the reading needs of students today. This literature review discusses the positive and negative effects electronic storybooks have on students\u27 reading abilities. It focuses specifically on word accuracy, word recognition, fluency, vocabulary, and comprehension. Examples and information were taken from published journal a1ticles found through online databases and books. The review concludes that electronic storybooks can have a positive effect on a student\u27s reading ability when using an electronic storybook that meets the needs of the learner

Using Electronic Books to Increase Elementary Students’ Motivation to Read

One of the main challenges that elementary teachers face is developing a reading program that adequately meets the need of all students. Given that not all students learn in the same manner, it is imperative that teachers find ways to motivate and excite all students when it comes to reading. Research has shown that motivation for reading predicts reading achievement as it is reflected on standardized tests and in school grades (Sweet, Guthrie, & Ng, 1998). Forms of technology such as digital books, CD-ROM storybooks, and interactive software programs have been successful in both motivating students to read and improving reading fluency skills. This research explores ways in which electronic books can be used to motivate students to read, thereby improving their reading skills. This research also provides information detailing the extensive use of electronic books in one elementary classroom. Results indicate that electronic books are motivating to elementary students

Benefits and pitfalls of multimedia and interactive features in technology-enhanced storybooks:A meta-analysis

A meta-analysis was conducted on the effects of technology-enhanced stories for young children’s literacy development when compared to listening to stories in more traditional settings like storybook reading. A small but significant additional benefit of technology was found for story comprehension (g+ = 0.17) and expressive vocabulary (g+ = 0.20), based on data from 2,147 children in 43 studies. When investigating the different characteristics of technology-enhanced stories, multimedia features like animated pictures, music, and sound effects were found beneficial. In contrast, interactive elements like hotspots, games, and dictionaries were found to be distracting. Especially for children disadvantaged because of less stimulating family environments, multimedia features were helpful and interactive features were detrimental. Findings are discussed from the perspective of cognitive processing theories

Adventures Of Kody A Children\u27s Visual Storybook And Interactive Web Site

In order to experience unconditional love, prejudices must be exposed and overcome. People often meet others with a disability or handicap and unknowingly treat these individuals negatively. As a middle school teacher, I have often witnessed students behaving cruelly towards those that are different. When my dog became a paraplegic I was inspired to develop a project to assist young readers in the development of conscientious actions towards individuals with disabilities. This document chronicles the development, procedures, and outcomes of the process behind that artistic endeavor. The artistic elements of this thesis project are a written children\u27s storybook and an educational interactive Web site to further teach inclusiveness to young readers. The images are real photos that have been manipulated to look like illustrations that enhance elements that are visually appealing to children in order to increase the images\u27 communication value. The site has been designed to integrate the look and feel of the book, complementing and referencing i

한국 특성화 고등학생들의 온라인 기반 영어 다독을 통한 읽기 경험

학위논문 (석사) -- 서울대학교 대학원 : 사범대학 외국어교육과(영어전공), 2021. 2. 이병민.Reading skill is considered a key element in English education in Korea, given that reading constitutes a large part of the curriculum and exam. However, the prevalent teacher-centered instruction in Korean vocational high school makes it difficult for students to recognize the pleasure of reading, leading them to be reluctant to read in English. Thus, the fostering of positive reading experiences is required. The purpose of the study is to examine the feasibility of vocational high school students’ independent extensive English reading using an online extensive reading program. The study explored students’ reading behaviors, and the changes in both linguistic and affective aspects during the extensive reading period. Five female vocational high school students participated in this study. Each student had different purposes for reading and set their reading goals based on individual needs. During the 8 weeks of extensive reading, all students read English books independently through an online extensive reading program outside the classroom and wrote weekly reading journals. They also engaged in two semi-structured pre- and post-experiment interviews and provided reading records. The collected data were analyzed qualitatively. In terms of changes in linguistic areas, results showed that the participants experienced growth of vocabulary size while being repeatedly exposed to new words. However, there was a great discrepancy in the growth of vocabulary size, as their total amount of reading varied to a great degree. Interviews revealed some additional insights. First, one student highlighted that extensive reading provided an opportunity for her to review words that she had previously learned. Second, two students noticed some grammar points that had been taught at school and also became more familiar with sentence structures. Third, they agreed on the benefits of online extensive reading in relation to their listening and speaking skills. Lastly, most students acknowledged that they became more fluent in English reading. Regarding the affective areas, first, while reading English books, they could feel the pleasure of reading. Second, they became more motivated and confident in English reading. Third, the extensive reading experience made them feel a sense of accomplishment even though not all of them completed the whole eight weeks of reading. Last but not least, they became more autonomous learners of English by setting up their own plan to maintain English book reading. The findings of the study indicate that independent practice of online extensive English reading in vocational high school is feasible. Thus, the benefits of extensive reading should be more emphasized by educators. Engaging students in this meaningful L2 reading activity might eventually enable them to become autonomous readers of English.영어 읽기 능력이 영어 교육의 핵심 요소로써 그 중요성이 강 조됨에도 불구하고, 한국 교육 현장에 만연한 교사 중심의 영어 읽기 수업은 학습자들이 긍정적인 영어 읽기를 경험하지 못하게 하여 부정적인 태도를 지니게 한다고 판단하였다. 이에 본 연구는 자기 주도적인 온라인 영어 다독의 실행 가능성을 학습자의 읽기 행동, 언어적 및 정의적 측면에서의 변화에 대한 탐구를 통해 살펴보았다. 다섯 명의 특성화고 여학생들이 본 연구에 참여하였고, 총 여덟 주의 기간 각기 다른 읽기 목적을 지닌 채 매주 온라인 도서관을 통해 자율적으로 영어 독서를 진행하였다. 모든 참여자는 매주 독서 일지를 제출하였고, 사전 사후 개인 인터뷰 또한 참여하였으며, 독서 기간이 끝난 후에는 독서 기록을 제출하였다. 수집된 연구 자료들은 일반적인 질적 연구 분석 방법에 따라 분석되었다. 참여자들의 언어적 측면에는 다음과 같은 변화가 일어났다. 첫 째, 참여자들은 반복적으로 나타나는 단어들을 접하며 새로운 단어 를 학습했다. 하지만 새로 학습한 단어의 수는 참여자들의 읽기 양 에 따라 큰 차이를 보였다. 또한, 한 참여자는 쉬운 책을 읽는 것이 이전에 배운 단어를 복습할 기회로 작용했다고 이야기했다. 둘째, 한 참여자는 다독을 통해 학교에서 배운 문법 요소를 복습할 수 있었다. 또 다른 참여자는 많은 양의 책을 읽음으로써 문장 규칙에 이전보다 익숙해질 수 있었다. 셋째, 참여자들은 온라인 다독 활동이 그들의 듣기 및 말하기 실력에도 도움이 된다는 것에 동의했다. 마지막으로, 대부분의 참여자는 그들의 영어 읽기 능숙도가 향상됐다고 이야기했다. 참여자들의 정의적 측면에는 다음과 같은 변화가 일어났다. 첫째, 참여자들은 온라인 다독을 통해 영어책 읽기의 즐거움을 느낄 수 있었다. 둘째, 참여자들은 영어 읽기에 대한 동기가 증가했으며, 자신감 또한 상승했다. 셋째, 모든 참여자가 영어 독서를 통해 성취감을 느낄 수 있었다. 마지막으로, 참여자들은 스스로 세운 계획 및 목적의 중요성을 인식하며 자율적인 영어 학습자로 거듭났다. 본 연구의 결과는 특성화고 학생들의 자기 주도적인 온라인 영어 다독이 실행 가능하다는 것을 의미한다. 교육자는 학습자들에게 영어 다독의 장점을 더욱더 강조할 필요가 있으며, 학습자들이 영어 읽기 활동에 참여할 수 있도록 유도하며 궁극적으로는 자율적인 영어 학습자로 성장할 수 있도록 지도해야 할 것이다.CHAPTER 1. INTRODUCTION . 1 1.1. The Purpose of the Study . 1 1.2. The Research Questions . 5 1.3. The Organization of the Thesis 6 CHAPTER 2. LITERATURE REVIEW . 7 2.1. Extensive Reading 7 2.1.1. Concept, Characteristics, and Principlesof Extensive Reading 7 2.1.2. Reading Materials for Extensive Reading 10 2.1.2.1. Extensive Reading and E-books . 11 2.2. The Theoretical Background of Extensive Reading 12 2.3. Previous Studies on Extensive Reading . 14 CHAPTER 3. METHODOLOGY 18 3.1. Participants . 18 3.1.1. Previous Experiences of English Reading 22 3.1.1.1. Hanbit's English Learning and Reading Experiences . 23 3.1.1.2. Minseo's English Learning and Reading Experiences 23 3.1.1.3. Sinhye's English Learning and Reading Experiences. 24 3.1.1.4. Seonjun's English Learning and Reading Experiences. 25 3.1.1.5. Yuri's English Learning and Reading Experiences. 26 3.1.2. The Context of the Study 26 3.2. Reading Materials 28 3.3. Procedures 31 3.3.1. Orientation of the Research 31 3.3.2. Data Collection . 32 3.3.2.1. Interviews 33 3.3.2.2. Reading Journals. 34 3.3.2.3. Reading Record. 35 3.3.3. Data Analysis and Interpretation 36 3.3.3.1. Validation of the Findings 37 CHAPTER 4. RESULTS . 38 4.1. Reading Behaviors and Experiences during Extensive Reading . 38 4.1.1. Reading Purposes . 39 4.1.2. Selecting a "Non-heavy" Book. 43 4.1.3. Reading Time and Place . 48 4.1.4. Use of Electronic Devices 52 4.1.5. Benefits of Reading English Books Online 54 4.2. Changes in Linguistic and Affective Aspects 58 4.2.1. Changes in Linguistic Characteristics 59 4.2.1.1. Becoming Stronger at Vocabulary 59 4.2.1.2. Improving Structural Awareness and Grammar Knowledge 64 4.2.1.3. Improving Listening and Speaking Skills. 66 4.2.1.4. Developing Reading Fluency 68 4.2.2. Changes in Affective Characteristics . 71 4.2.2.1. Pleasure of Reading 71 4.2.2.2. Building up Motivation and Confidence. 76 4.2.2.3. Feeling a Sense of Accomplishment. 81 4.2.2.4. Becoming an Autonomous Reader . 84 CHAPTER 5. DISCUSSION. 87 5.1. Participants' Reading Behaviors. 87 5.2. Participants' Linguistic and Affective Aspects. 90 CHAPTER 6. CONCLUSION 93 6.1. Summary of Major Findings 93 6.2. Pedagogical Implications . 96 6.3. Limitations of the Study and Suggestions for Future Research. 98 REFERENCES. 100 APPENDICES 109 ABSTRACT IN KOREAN 117Maste

Οι δυσκολίες των παιδιών με δυσλεξία στα μαθηματικά και η συμβολή της υποστηρικτικής τεχνολογίας

Διπλωματική εργασία--Πανεπιστήμιο Μακεδονίας, Θεσσαλονίκη, 2019Τις τελευταίες δεκαετίες παρατηρείται ένα συνεχώς αυξανόμενο ενδιαφέρον ως προς τις μαθησιακές δυσκολίες. H “δυσλεξία” αποτελεί κομμάτι αυτών και ορίζεται ως ένα σύνολο μαθησιακών δυσκολιών, που έχει ως κύριο γνώρισμα τις ιδιαιτερότητες στην επεξεργασία της γλώσσας. Αυτή η εργασία έχει ως στόχο την σφαιρική περιγραφή του φαινομένου της δυσλεξίας. Πιο συγκεκριμένα όμως, επικεντρώνεται στη σχέση δυσλεξίας – μαθηματικών στις διάφορες εκπαιδευτικές βαθμίδες. Αρχικά λοιπόν, προσεγγίζεται η δυσλεξία από την “βιβλιογραφική” της πλευρά. Αναφέρονται οι διαφορετικοί ορισμοί που έχουν διατυπωθεί για να την περιγράψουν, οι μορφές και οι τύποι της, καθώς και οι πιθανοί αιτιολογικοί παράγοντες που προκαλούν την εν λόγω διαταραχή. Σε επόμενο κεφάλαιο προσεγγίζεται η σχέση δυσλεξίας-μαθηματικών μέσα από έρευνες που το αποδεικνύουν. Αναφέρονται τα ιδιαίτερα χαρακτηριστικά των δυσλεξικών ατόμων καθώς και το πως αυτά αποτελούν πηγές δυσκολιών στην απόκτηση μαθηματικών δεξιοτήτων. Εκτός όμως από την μέση εκπαίδευση, γίνεται εκτενής αναφορά και στην κατάσταση που επικρατεί στα πανεπιστημιακά ιδρύματα σχετικά με την δυσλεξία, στο τρίτο κεφάλαιο. Το κύριο σώμα αυτής της εργασίας πραγματεύεται τους τρόπους και τις τεχνικές αντιμετώπισης της δυσλεξίας με τη χρήση σύγχρονων τεχνολογικών μέσων. Οι εφαρμογές και τα αποτελέσματα ερευνών σχετικών με τη συμβολή της τεχνολογίας στη διαχείριση της δυσλεξίας, εξετάζονται και παρουσιάζονται στο τελευταίο κεφάλαιο