An evaluation of planned exercises in meaningful writing situations as an aid to transfer of spelling ability

Thesis (Ed.M.)--Boston Universit

Explicit strategy training in vocabulary learning for beginning Spanish students

The teaching and learning of vocabulary in second and foreign language contexts is a controversial issue. Research in the field of vocabulary acquisition has revealed that the use of vocabulary learning strategies (VLS) when learning new words can assist language learners in overcoming retention and recall difficulties. However, there is still no consensus about the most effective method for teaching learning strategies. This paper presents a study of memory strategy training for learning new vocabulary conducted with first-year university students of Spanish. Students were exposed to explicit instruction in two memory strategies over six weeks and were invited to reflect on their usefulness. The findings suggested that explicit strategy training can contribute to developing participants’ VLS repertoire, raise participants’ metacognitive awareness and enhance their regulatory skills

Administrative variables affecting student retention in foreign languages in California public high schools

The primary purpose of this study is to investigate administrative policies and practices which appear to be most effective in maintaining high pupil retention in foreign language programs. More narrowly, to accomplish the primary and secondary purposes it will be necessary to establish criteria with the use of survey instruments by which administrative practices of foreign language instruction may be evaluated

The rhythm of life: the perfect rhythm of morse code

Morse code is a unique exemplar of the inherent complexities of rhythm. Learning Morse code in wartime presented challenges to expedite skill acquisition. This thesis explored the strategies used to teach and learn Morse code in the second World War and investigated the resourceful techniques used by the WRANS in an empirical study. The first study investigated the teaching and learning strategies of wartime telegraphists to learn Morse code. Five WRANS described a series of techniques to learn Morse code, including rote learning and repetition, visualisation and pattern recognition, intoning and mnemonics, and music. Music provided effective training for the fundamental teaching and learning of Morse code by matching the rhythmical properties of Morse code to music. Music equipped Morse code operators with a unique approach to Morse code instruction. Learning Morse code with music was described as a way of making sense of the ‘rhythm’ and ‘shape’ of the Morse code letters and proved an invaluable aid to learning and teaching Morse code. The second study examined the effectiveness of learning Morse code with the aid of music. Novices formed two groups, Control Group (no music aid) and Music Group (with music aid). Results confirmed the effectiveness of music training in three Morse code letters, Q V, and A in two experiments, the first with known Morse code letters (Q V A) and the second with unknown letters. The Music Group accurately identified 90% of known and unknown Morse code letters compared to the Control Group who identified less then 50% of known and unknown Morse code letters. This thesis explored the transferable attributes of rhythm perception in music as a teaching and learning mechanism for Morse code. There is extensive research on the complex learning and retention of Morse code but the studies in this thesis have indicated that the ground-breaking wartime strategy of music and Morse code is a powerful duo. The investigation of learning and teaching strategies of the WRANS showed that musical rhythm influenced the skill acquisition of Morse code and the perceptual test suggests that current work in rhythm perception extends beyond music pedagogy and has further implications for all cognitive function

The rhythm of life: the perfect rhythm of morse code

Morse code is a unique exemplar of the inherent complexities of rhythm. Learning Morse code in wartime presented challenges to expedite skill acquisition. This thesis explored the strategies used to teach and learn Morse code in the second World War and investigated the resourceful techniques used by the WRANS in an empirical study. The first study investigated the teaching and learning strategies of wartime telegraphists to learn Morse code. Five WRANS described a series of techniques to learn Morse code, including rote learning and repetition, visualisation and pattern recognition, intoning and mnemonics, and music. Music provided effective training for the fundamental teaching and learning of Morse code by matching the rhythmical properties of Morse code to music. Music equipped Morse code operators with a unique approach to Morse code instruction. Learning Morse code with music was described as a way of making sense of the ‘rhythm’ and ‘shape’ of the Morse code letters and proved an invaluable aid to learning and teaching Morse code. The second study examined the effectiveness of learning Morse code with the aid of music. Novices formed two groups, Control Group (no music aid) and Music Group (with music aid). Results confirmed the effectiveness of music training in three Morse code letters, Q V, and A in two experiments, the first with known Morse code letters (Q V A) and the second with unknown letters. The Music Group accurately identified 90% of known and unknown Morse code letters compared to the Control Group who identified less then 50% of known and unknown Morse code letters. This thesis explored the transferable attributes of rhythm perception in music as a teaching and learning mechanism for Morse code. There is extensive research on the complex learning and retention of Morse code but the studies in this thesis have indicated that the ground-breaking wartime strategy of music and Morse code is a powerful duo. The investigation of learning and teaching strategies of the WRANS showed that musical rhythm influenced the skill acquisition of Morse code and the perceptual test suggests that current work in rhythm perception extends beyond music pedagogy and has further implications for all cognitive function

Semi-automatic assessment of basic SQL statements

Learning and assessing the Structured Query Language (SQL) is an important step in developing students' database skills. However, due to the increasing numbers of students learning SQL, assessing and providing detailed feedback to students' work can be time consuming and prone to errors. The main purpose of this research is to reduce or remove as many of the repetitive tasks in any phase of the assessment process of SQL statements as possible to achieve the consistency of marking and feedback on SQL answers.This research examines existing SQL assessment tools and their limitations by testing them on SQL questions, where the results reveal that students must attaint essential skills to be able to formulate basic SQL queries. This is because formulating SQL statements requires practice and effort by students. In addition, the standard steps adopted in many SQL assessment tools were found to be insufficient in successfully assessing our sample of exam scripts. The analysis of the outcomes identified several ways of solving the same query and the categories of errors based on the common student mistakes in SQL statements. Based on this, this research proposes a semi-automated assessment approach as a solution to improve students’ SQL formulation process, ensure the consistency of SQL grading and the feedback generated during the marking process. The semi-automatic marking method utilities both the Case-Based Reasoning (CBR) system and Rule-Based Reasoning (RBR) system methodologies. The approach aims to reduce the workload of marking tasks by reducing or removing as many of the repetitive tasks in any phase of the marking process of SQL statements as possible. It also targets the improvement of feedback dimensions that can be given to students.In addition, the research implemented a prototype of the SQL assessment framework which supports the process of the semi-automated assessment approach. The prototype aims to enhance the SQL formulation process for students and minimise the required human effort for assessing and evaluating SQL statements. Furthermore, it aims to provide timely, individual and detailed feedback to the students. The new prototype tool allows students to formulate SQL statements using the point-and-click approach by using the SQL Formulation Editor (SQL-FE). It also aims to minimise the required human effort for assessing and evaluating SQL statements through the use of the SQL Marking Editor (SQL-ME). To ensure the effectiveness of the SQL-FE tool, the research conducted two studies which compared the newly implemented tool with the paper-based manual method in the first study (pilot study), and with the SQL Management Studio tool in the second study (full experiment). The results provided reasonable evidence that using SQL-FE can have a beneficial effect on formulating SQL statements and improve students’ SQL learning. The results also showed that students were able to solve and formulate the SQL query on time and their performance showed significant improvement. The research also carried out an experiment to examine the viability of the SQL Marking Editor by testing the SQL partial marking, grouping of identical SQL statements, and the resulting marking process after applying the generic marking rules. The experimental results presented demonstrated that the newly implemented editor was able to provide consistent marking and individual feedback for all SQL parts. This means that the main aim of this research has been fulfilled, since the workload of the lecturers has been reduced, and students’ performance in formulating SQL statements has been improved.</div

Tenjin : A Web based Report System for Foreign Language Learning

We report on Tenjin, a web-based system supporting foreign language education. It provides an integrated environment enabling students to work on assignments and teachers to view the students\u27 progress. Tenjin automatically evaluates all assignments submitted by students at the upload time using a dynamic programming algorithm. This has the benefit of letting teachers concentrate only on further hands-on additional verification. We report our classroom experiences using Tenjin in the year of 2003 to 2004

Are CALL Packages Disregarding the Research on Dealing with Authentic Materials?

Since the advent of the communicative method, authentic materials have been seen as an important source of input for second language acquisition. However they have been noticeably absent from CALL packages. This paper looks at the implications of the research on reading, and explores which areas of work on authentic materials can be successfully done using CALL, and areas which are best left to a classroom, groupwork or semi-autonomous environment. A model of an integrated approach proposes ways of maximising the potential of each, providing new challenges for the teacher and student alike

Learning Analogies and Semantic Relations

We present an algorithm for learning from unlabeled text, based on the Vector Space Model (VSM) of information retrieval, that can solve verbal analogy questions of the kind found in the Scholastic Aptitude Test (SAT). A verbal analogy has the form A:B::C:D, meaning "A is to B as C is to D"; for example, mason:stone::carpenter:wood. SAT analogy questions provide a word pair, A:B, and the problem is to select the most analogous word pair, C:D, from a set of five choices. The VSM algorithm correctly answers 47% of a collection of 374 college-level analogy questions (random guessing would yield 20% correct). We motivate this research by relating it to work in cognitive science and linguistics, and by applying it to a difficult problem in natural language processing, determining semantic relations in noun-modifier pairs. The problem is to classify a noun-modifier pair, such as "laser printer", according to the semantic relation between the noun (printer) and the modifier (laser). We use a supervised nearest-neighbour algorithm that assigns a class to a given noun-modifier pair by finding the most analogous noun-modifier pair in the training data. With 30 classes of semantic relations, on a collection of 600 labeled noun-modifier pairs, the learning algorithm attains an F value of 26.5% (random guessing: 3.3%). With 5 classes of semantic relations, the F value is 43.2% (random: 20%). The performance is state-of-the-art for these challenging problems