Multimedia Input Modes, the Modality Principle, and the Redundancy Principle for University ESL Students’ Learning

This study compared three multimedia input modes in the modality and redundancy principles (Mayer, 2009) in terms of university ESL (English as a Second Language) students’ learning and examined the applicability of the modality and redundancy principles for ESL students. Mayer’s modality and redundancy principles (2009) inform the design of effective multimedia lessons. However, the two principles originally stemmed from experimental studies examining students’ learning in their native language and did not include ESL students in the discussion. Based on the modality and redundancy principles, added on-screen text and graphics lead to an overload in learner’s visual channel, which undermines learning (Clark & Mayer, 2011). For ESL students’ multimedia learning, the cognitive theory of multimedia learning (Mayer, 2009) suggests that on-screen text in the input modes of graphics + text and graphics + audio + text might overload the visual channel to impede learning. However, according to the cognitive load theory (Sweller, 2014), text might also reduce the processing demands for identifying and decoding auditory input to facilitate learning. Due to the limited number of empirical studies, it was inconclusive if verbatim text aids or hinders ESL students’ learning, and it was unclear if the modality and redundancy principles apply for ESL students. An initial Study addressed common validity issues, such as lack of control of instruments and materials, in related studies, and it quantitatively tested the applicability of the modality and redundancy principles for ESL students’ learning. Both knowledge retention and vocabulary test results indicated that input modes did not have an impact on ESL students’ learning, and consequently the modality and redundancy principles were insignificant. An additional study, Study 2, addressed the implementation issues and limitations of Study 1 to provide more rigorous findings. Based on the findings of both Study 1 and Study 2, the modality and redundancy principles did not apply for ESL students’ content knowledge and vocabulary learning when certain multimedia learning principles were followed. Both Study 1 and Study 2 extended Mayer’s modality and redundancy principles by examining their applications to ESL students, as well as provided empirical evidence for designing effective multimedia instruction for ESL students

Comparing the effectiveness of explicit EAL feedback through slideshow (text+audio) and captioned video

Research seems to show that captions and subtitles are generally beneficial to learners of English as an Additional Language (EAL), but some research does contradict this. Research on slideware and slide design seems to focus more on attractiveness of slides and less on educational effectiveness. However, research on slide design and specific approaches to slide design continue to become more detailed. This study compared comprehension of explicit feedback received through either slideshow (text+audio) video or captioned video on an EAL writing task in an on-demand university setting. Results (n=163) indicated that approximately 50% of learners clicked the feedback video to advance to the quiz without viewing it completely. Of the learners with at least one full viewing (n=86), slideshow video seems to have engaged students for a longer duration than captioned video. The quiz items were easier for the slideshow video groups, and the quiz items performed better for these groups. The slideshow video groups had slightly higher means, but a significant difference between the effectiveness of slideshow video and captioned video to transmit feedback to students was not found

Presentations in Lectures to Prompt Innovations in Higher Education

Considering the rich experience of using multimedia presentations as a teaching tool in higher education, in order to introduce new approaches and develop a methodology, there is a need to identify the strengths and weaknesses of existing practices, in particular to identify the emotional attitude of university students to existing lectures and presentations in the educational process and determine relevant opportunities to improve the practice of using interactive and visual educational tools.The empirical basis of the study was the results of a survey of students of 2–4 undergraduate courses at the Moscow State Institute of International Relations (University) of the Russian Ministry of Foreign Affairs in the 2019–2020 academic year. The survey involved 404 respondents. To process the obtained data, we used the Google Forms and Microsoft Office Excel programs, general scientific methods (comparison, generalization), statistical analysis methods, as well as content analysis.The empirical study showed a high level of student satisfaction with the volume and effectiveness of multimedia presentations used in the educational process, and also confirmed the theoretical ideas about the advantages and limitations of linear form presentations that dominate in the educational environment. Critical remarks included design errors, oversaturation of visual material, activity out of sync, and flaws in speaker behavior. Among the new techniques for working with presentation materials, photographing slides was noted. An important observation was the students’ request for self-sufficient visual materials of lectures and access to them.Prospects and opportunities for transforming familiar lectures and the learning environment as a whole were identified taking into account the existing experience of presentations at the university; ways of solving the problems with students’ perception and acquisition of material are proposed and specific recommendations are given for organizing a wide range of classes with visual and interactive components, today these are, first of all, remote online courses (MOOC, e-learning) and new forms of organization classroom activities (“flipped classroom”)

Investigation of Multiple Recognitions Used for EFL Writing in Authentic Contexts

Recognition technologies had been prevailing and widely used for EFL learning. We investigated the different recognitions used for EFL writing based on image-to-text, translated speech-to-text, and location-to-text recognitions – ITR, TSTR, and LTR. A quasi-experiment was implemented for 12 weeks in a vocational high school with experimental and control groups in two stages. Pre-test, posttests 1 and 2, questionnaires, and interviews were conducted and analyzed. Experimental learners, who wrote writing based on ITR and TSTR, outperformed control learners who wrote that based on TSTR only. Also, the experimental learners, who wore writing based on ITR, TSTR, and LTR, outperformed the control learners who wrote that based on ITR and TSTR. Particularly, LTR was beneficial for identifying controlling ideas and addressing the writing topics. ITR was beneficial for brainstorming and generating more ideas. TSTR was beneficial for yielding and transferring writing contents into words. The multiple recognitions were beneficial for most EFL writers, especially for low-ability language writers. Most writers were interested in describing based on authentic context learning. However, they complained about the low accuracy of LTR and TSTR and the difficulty of ITR texts when writing. Accordingly, the LTR database with various categories of places, the generation of ITR based on the language abilities of learners, and the higher accuracy of TSTR should be strictly considered when applying multiple recognitions for EFL writing

Электронное обучение в начальной школе: изменение системы образования при пандемии COVID-19

Introduction. New digital technology in education and its constantly evolving paradigm have completely transformed the model of learning and the learning methods. E-learning has become an important tool for teaching and learning environments. Moreover, virtual learning has become a required alternative teaching method in educational system change during the COVID-19 pandemic, especially for learners in elementary schools. Aim. This research aimed to explore the necessities, lack, and want of learning English, which is done virtually at home. Methodology and research methods. This research employs descriptive methods using questionnaires and interviews as instruments to get responses from teachers and students about their learning needs. In the course of the needs analysis process, the importance and priority of teachers’ and students’ needs are discussed. The participants of this study were second-grade elementary school students, and the sample was 40 students and 2 English teachers for 10 months. Results. The research results demonstrate a gap between the needs of learners and current conditions; therefore, the whole language approach, the multimedia, and technology-based English teaching materials will become an inevitable need and even become a solution in the world of education. Scientific novelty. Further research is needed to study educational system change during the COVID-19 pandemic or after, especially in designing teaching materials in various disciplines and at different educational stages. Future studies could be generalised by these research findings to other populations in different learning contexts, and the findings presented in thisarticle should be further explored. In particular, technology-based and multimedia-based teaching materials must be explored more deeply. Furthermore, further research should focus on utilising a different model for needs analysis in language education to verify the need for effective English learning in changing the education system during the pandemic and after. Practical significance. It is thought that this study will contribute to the stakeholders in terms to provide empirical evidence of what necessities, lack, and want should be considered when a teacher will design and develop teaching materials during the COVID-19 period or afte.Введение. Новые цифровые технологии в образовании и их постоянно развивающаяся парадигма полностью изменили модель и методы обучения. Электронное обучение стало важным инструментом учебной среды, необходимым альтернативным методом при изменении системы образования во время пандемии, особенно для учащихся начальных школ. Цель исследования. Данное исследование было направлено на изучение потребностей и недостатков в дистанционном изучении английского языка. Методология и методы исследования. В настоящем исследовании используются описательные методы с применением анкет и интервью в качестве инструментов для получения ответов учителей и учеников об их образовательных потребностях. В процессе анализа обсуждаются важность и приоритет потребностей учителей и учеников. Участниками исследования в течение 10 месяцев были 40 учеников второго класса начальной школы и 2 учителя английского языка. Результаты. Результаты показали, что существует разрыв между потребностями учащихся и текущими условиями, так что весь языковой подход, мультимедийные и технологические учебные материалы по английскому языку станут неизбежной потребностью и даже решением в мире образования. Научная новизна. Необходимы дальнейшие исследования для изучения изменений в системе образования во время или после пандемии, особенно при разработке учебных материалов по другим предметам и на разных этапах обучения. Результаты, представленные в этой статье, требуют дальнейшего изучения. В частности, необходимо более глубоко изучить учебные материалы, основанные на технологиях и мультимедиа. Кроме того, в дальнейших исследованиях нужно использовать другую модель анализа потребностей в языковом образовании, чтобы проверить необходимость эффективного изучения английского языка для изменения системы образования во время и после пандемии. В будущих исследованиях результаты данной работы могут быть обобщены и применены к другим группам населения в различных контекстах обучения. Практическая значимость. Настоящее исследование предоставит заинтересованным сторонам эмпирические доказательства того, какие потребности, недостатки и желания следует учитывать, когда учитель будет разрабатывать учебные материалы в период пандемии COVID-19 или после нее

Validation and Perceptions of an Advance organizer on Main Elements of Research: Philosophical Assumptions, Paradigms, and Praxis

Novice researchers lack an understanding of philosophical assumptions, paradigms, and praxis (3Ps) and their relationships with each other in research. As a result, the lack of understanding and application of the 3Ps components by novice researchers undermines confidence in the rigor and trustworthiness of their research. This study focused on filling this gap by providing a learning tool (Advance Organizer – AO) that contributes to developing knowledge of 3Ps in novice researchers. To achieve this, a two phased study was conducted. The first phase used a Delphi technique to collect data of the design of the AO in three rounds with instructional design experts, while the second phase, used semi-structured interviews with novice researchers to conduct a user test of the AO.Phase 1 produced evidence from instructional design experts that the principles of multimedia learning (i.e., coherence, signaling, spatial contiguity, segmenting, pre-training, modality, multimedia, personalization) have been used to a great extent in 3Ps AO. This reduced the external cognitive load, the management of the intrinsic cognitive load, and an increase in the germane cognitive load. Instructional design experts have also voiced their opinion of the 3Ps AO as a helpful learning tool for novice researchers. The results of phase 2 revealed that novice researchers, with either lower or higher experiences in research, faced challenges in understanding the 3Ps of the research. They described these components interchangeably and in unstructured ways, sometimes incorrectly. After reviewing the 3Ps learning tool, novices showed positive impressions and results during final conversations about the 3Ps. In short, instructional design experts and novice researchers alike expressed that the 3Ps AO is a helpful learning

The Causal-Comparative Analysis of Academic Performance of High School Students With and Without Disabilities in the Face-To-Face and Online Educational Settings

The purpose of this non-experimental causal-comparative study was to determine whether there is a statistically significant difference in the academic performance of high school students with and without disabilities who received math instructions in face-to-face and online educational settings during the 2020-2021 school year. During that year, educational establishments worldwide transitioned from traditional face-to-face to online delivery mode, complying with the social distancing requirements due to the COVID-19 pandemics. The current study employed a convenience sample that consisted of 588 high school students from Georgia. Participants took the Georgia Milestones End-of-Course Test in Algebra I in the spring of 2021 after receiving math instructions in the online or face-to-face settings. The researcher used this test as the instrument and compared the participants’ scores. A two-way analysis of variance was used to examine the differences among six groups of students based on their disability status and the number of semesters taken online. The findings revealed that students with disabilities exhibited lower academic performance in math compared to their general education peers. Additionally, the study suggested that the transition to online learning during the COVID-19 pandemic had a negative impact on learning outcomes for all participants. However, the study did not find a significant interaction between students’ disability status and the number of online semesters in relation to their academic performance. The limitations of the study included the specific population and quasi-experimental design. Recommendations for future research addressed the factors that may affect students’ learning outcomes in online and face-to-face settings