22,284 research outputs found

    A Teacher in the Living Room? Educational Media for Babies, Toddlers, and Preschoolers

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    Examines available research, and arguments by proponents and critics, of electronic educational media use by young children. Examines educational claims in marketing and provides recommendations for developing research and product standards

    Augmenting conversations through context-aware multimedia retrieval based on speech recognition

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    Futureā€™s environments will be sensitive and responsive to the presence of people to support them carrying out their everyday life activities, tasks and rituals, in an easy and natural way. Such interactive spaces will use the information and communication technologies to bring the computation into the physical world, in order to enhance ordinary activities of their users. This paper describes a speech-based spoken multimedia retrieval system that can be used to present relevant video-podcast (vodcast) footage, in response to spontaneous speech and conversations during daily life activities. The proposed system allows users to search the spoken content of multimedia files rather than their associated meta-information and let them navigate to the right portion where queried words are spoken by facilitating within-medium searches of multimedia content through a bag-of-words approach. Finally, we have studied the proposed system on different scenarios by using vodcasts in English from various categories, as the targeted multimedia, and discussed how it would enhance peopleā€™s everyday life activities by different scenarios including education, entertainment, marketing, news and workplace

    The Effects of Hypertext Glosses on L2 Vocabulary Acquisition: A Meta-Analysis

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    In the field of second language acquisition (SLA), "comprehensible input" (Krashen, 1985) has been considered a critical factor to help learners acquire foreign and second languages (L2). From this perspective, the notion of extensive or free voluntary reading (Day & Bamford, 1998; Krashen, 1993) has emerged that L2 learners should be given more pleasure reading by minimizing a burden look-up behavior. At the same time, technology innovation has made it possible for extensive reading to occur through technology over the past decades. In particular with hypertext glosses or multimedia annotations, a number of studies have indicated that hypertext glossed input is comprehensible input and has made it possible for L2 readers to benefit all from extensive reading. This study examines (1) effects of hypertext gloss use on L2 vocabulary acquisition in computerized reading contexts, and (2) which specific combination of either text-only (single) or text + visual (multiple) hypertext glosses is more effective on L2 vocabulary acquisition and 3) What potential moderators to systematically account for between study variation are. In addition, it aims to synthesize characteristics of studies, technology use and research methods from empirical research studies for a comprehensible and insightful review of the effect of hypertext glosses on L2 vocabulary acquisition. Meta-analysis as a quantitative method was conducted to synthesize overall findings of empirical studies by calculating a standardized mean difference effect size. From 300 papers considered, 10 met the Criteria for Inclusion through a final filtering process, and were finally meta-analyzed to extract effect sizes in the present study. On the basis of 35 weighted mean effect size, 0.46 (Cohen, 1988: medium), the magnitude of text + visual (multiple) hypertext gloss combination was moderately effective on L2 vocabulary acquisition when L2 learners were given two conditions: a text-only or a text + visual hypertext glosses. The results revealed that various L2 learners, including English as a second or foreign language (ESL/EFL), Spanish as a foreign language (SFL), Japanese as a foreign language (JFL), and German as a foreign language (GFL), benefit from multiple hypertext glosses while reading computerized texts. In terms of research design, hypertext gloss studies have been almost always conducted in settings of class session-based quasi-experiment design with a researcher-developed program at a university or college level. More implications are discussed for future research

    The perceptions of KUIMā€™s (Kolej Universiti Islam Malaysia) first year undergraduates in learning English using ā€˜tell me moreā€™ software

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    The use of technology in language learning has expanded rapidly worldwide during the last few decades. Studies on the effects of technology enhanced instruction on achievement and studies on studentsā€™ attitudes regarding learning with technology have also increasingly been reported (Salaberry, 2001). Technology includes computermediated communication via email, incorporated task-based Internet activities,interactive publisher-produced CD-ROM, interactive software, threaded discussions and many others. This paper focuses on the perceptions of students at Kolej Universiti Islam Malaysia (KUIM) towards learning English as a second language using ā€˜Tell Me Moreā€™ software. This software has been used in KUIM for many years and for the past few semesters, it has been made compulsory for all first year undergraduates to self-access the software for at least an hour per week. Various feedbacks were received but most of the responses were positive. Most of the respondents favoured learning English using the software, but they still preferred conventional classroom English lessons

    The impact of technology on childrenā€™s attainment in English: a review of the literature

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    Innovative and effective methods of learning other languages and their benefits

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    [Abstract]: Human beings' ability to communicate in mother tongue can be easily taken for granted until a situation arises when one uses another language. How should people go about acquiring the necessary skills for learning a new language, in this situation? Can learning a new language complement modern tertiary courses such as Business? This paper discusses why and how human beings learn a new language. It presents innovative methods of learning a new language using the latest technologies and teaching/learning ideas and approaches. The use of emerging technologies such as immersive Virtual Reality is discussed. A number of multimedia language learning environments, which encourage creativity and right brain functions are presented and analyzed. The author draws on his own experience of learning several languages, which includes various branches of the Indo-European group
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