The effectiveness of three types of practice in word recognition in grades II and III

Thesis (Ed.M.)--Boston Universit

Gamifying image annotation: focus of attention identification

With the growth of digital multimedia (especially images) in recent years, effective acquisition of proper metadata for images is still an open issue today. Crowd-based human computation represents a family of approaches able to provide large scale of metadata with decent quality. This thesis aims to provide a solution for a collaborative approach of image annotation. The solution proposed by this thesis uses a collaborative approach that includes the concepts of Games with a Purpose (GWAP) to enable identifying the more relevant areas of a photo. The idea behind using GWAP here, is to gather information based on user’s visual attention. The GWAP in this work depends on the ability of the user to quickly pay attention to parts of image instead of processing the whole scene of the image. This method helps the user to create tags on the image based on the important focus areas absorbed during the game. Thus, as a first objective, a game with a purpose was developed which motivates the user to identify regions of interest in the later part. The system developed includes the most important gamification elements expected to increase the user participation.A grande quantidade de dados multimédia (especialmente imagens) produzida nos últimos anos, coloca o problema da associação de metadados que permitam garantir a sua reutilização para diferentes fins. Sendo o processo de anotação de conteúdos moroso, diversas abordagens têm sido experimentadas, incluindo a utilização de técnicas colaborativas. Esta tese visa fornecer uma solução para a abordagem colaborativa da anotação de imagem. A solução proposta por esta tese utiliza uma abordagem colaborativa que inclui os conceitos de Jogos com Propósito (GWAP - Games with a Purpose) com o objetivo de identificar as zonas mais relevantes de uma fotografia. Assim, como primeiro objetivo, foi desenvolvido um jogo que pretende motivar o jogador a identificar as regiões de interesse numa fase posterior. O sistema desenvolvido possui importantes elementos de gamificação que visam aumentar a participação do utilizador

Reading difficulties in English as a foreign language

Predmet ove doktorske disertacije bio je da se ispitaju teškoće u čitanju na engleskom kao stranom jeziku kod učenika mlađeg uzrasta u osnovnim školama u Srbiji. Od 2003. godine, kada je engleski jezik uveden kao obavezni predmet od prvog razreda osnovne škole, nije bilo nacionalnih istraživanja u vezi sa ranim razvojem veštine čitanja. Pošto teškoće u čitanju mogu negativno uticati na samopouzdanje učenika, njihovu motivaciju i stavove, kao i na akademska i profesionalna dostignuća, neophodno je efikasno delovanje u cilju sprečavanja teškoća u čitanju. Prvi korak u tom pravcu predstavlja ispitivanje faktora koji mogu imati nepovoljan uticaj na razvoj veštine čitanja. U istraživanju je učestvovalo 502 ispitanika uzrasta od 11 godina, koji su pohađali šest osnovnih škola u pet geografski udaljenih gradova Srbije. Primenjena je kombinovana metoda upotrebom osam instrumenata za prikupljanje kvantitativnih i kvalitativnih podataka. Kvantitativni podaci su dobijeni korišćenjem testa čitanja, upitnika o individualnim faktorima, upitnika o kontekstualnim faktorima, upitnika o strategijama, upitnika o teškoćama u čitanju, i intervjua, dok su kvalitativni podaci dobijeni na osnovu pisanih refleksija učenika i upotrebom intervjua. Rezultati su pokazali da postoji statistički značajna razlika u rezultatima testa čitanja u zavisnosti od individualnih i kontekstualnih faktora, kao i da teškoće u ranom čitanju na engleskom kao stranom jeziku mogu biti posledica negativnog uticaja nekih individualnih i kontekstualnih faktora, kao što su nerazvijene lingvističke i strateške kompetencije učenika, negativan transfer veštine čitanja na maternjem jeziku, neadekvatan pristup razvoju veštine čitanja u nastavi, i nedovoljno čitanje na stranom jeziku van časova. Na osnovu rezultata sastavljena je taksonomija od 25 teškoća u čitanju na engleskom kao stranom jeziku. Ovi rezultati imaju značajne implikacije za dizajniranje programa ranog čitanja i programa prevencije teškoća u čitanju, za nastavu ranog čitanja, kao i za obrazovanje i stručno usavršavanje nastavnika engleskog jezika.The primary focus of the present research study was to investigate reading difficulties of young 6 learners learning English as a foreign language (EFL) in formal school settings in Serbia. Since the introduction of English as a compulsory school subject from primary Grade One in 2003, there have been no research studies in Serbia to verify what can realistically be achieved in early reading skill development. As reading difficulties can negatively affect learners’ self-esteem, motivation, attitude, confidence, and academic and career prospects, the prevention of reading difficulties has emerged as an issue requiring effective action. The first step towards successful teaching of early reading is exploration of factors that may have an adverse effect on learners’ reading skill development. The present research study involved 502 learners, aged 11, drawn from six state primary schools located in five geographically distant regions of the country. A mixed-method approach was applied in the study, and eight instruments were used to collect both quantitative and qualitative data. Quantitative data was obtained with reading research tool, individual factors questionnaire, contextual factors questionnaire, reading strategies questionnaire, reading difficulties questionnaire, teacher questionnaire and prompted think-aloud protocols, while qualitative data was collected with post-reading reflection protocols and prompted think-aloud protocols. The results showed that there was a considerable difference in reading results in relation to both individual and contextual factors, and that reading difficulties in early EFL reading may have been the result of adverse effects of some individual and contextual factors, like poor linguistic and strategic competences of young learners, negative transfer of L1 literacy, inappropriate teaching approach, and insufficient exposure to L2 texts. A taxonomy of reading difficulties was complied, comprising 25 L2 reading difficulties. These results have significant implications for designing EFL reading and prevention programmes, for teaching beginning reading, and for pre-service and in-service EFL teacher education and training

Evaluating Machine Intelligence with Question Answering

Humans ask questions to learn about the world and to test knowledge understanding. The ability to ask questions combines aspects of intelligence unique to humans: language understanding, knowledge representation, and reasoning. Thus, building systems capable of intelligent question answering (QA) is a grand goal of natural language processing (NLP). To measure progress in NLP, we create "exams" for computer systems and compare their effectiveness against a reference point---often based on humans. How precisely we measure progress depends on whether we are building computer systems that optimize human satisfaction in information-seeking tasks or that measure progress towards intelligent QA. In the first part of this dissertation, we explore each goal in turn, how they differ, and describe their relationship to QA formats. As an example of an information-seeking evaluation, we introduce a new dialog QA task paired with a new evaluation method. Afterward, we turn our attention to using QA to evaluate machine intelligence. A good evaluation should be able to discriminate between lesser and more capable QA models. This dissertation explores three ways to improve the discriminative power of QA evaluations: (1) dynamic weighting of test questions, (2) a format that by construction tests multiple levels of knowledge, and (3) evaluation data that is created through human-computer collaboration. By dynamically weighting test questions, we challenge a foundational assumption of the de facto standard in QA evaluation---the leaderboard. Namely, we contend that contrary to nearly all QA and NLP evaluations which implicitly assign equal weights to examples by averaging scores, that examples are not equally useful for estimating machine (or human) QA ability. As any student may tell you, not all questions on an exam are equally difficult and in the worst-case questions are unsolvable. Drawing on decades of research in educational testing, we propose adopting an alternative evaluation methodology---Item Response Theory---that is widely used to score human exams (e.g., the SAT). By dynamically weighting questions, we show that this improves the reliability of leaderboards in discriminating between models of differing QA ability while also being helpful in the construction of new evaluation datasets. Having improved the scoring of models, we next turn to improving the format and data in QA evaluations. Our idea is simple. In most QA tasks (e.g., Jeopardy!), each question tests a single level of knowledge; in our task (the trivia game Quizbowl), we test multiple levels of knowledge with each question. Since each question tests multiple levels of knowledge, this decreases the likelihood that we learn nothing about the difference between two models (i.e., they are both correct or both wrong), which substantially increases discriminative power. Despite the improved format, we next show that while our QA models defeat accomplished trivia players, that they are overly reliant on brittle pattern matching, which indicates a failure to intelligently answer questions. To mitigate this problem, we introduce a new framework for building evaluation data where humans and machines cooperatively craft trivia questions that are difficult to answer through clever pattern matching tricks alone---while being no harder for humans. We conclude by sketching a broader vision for QA evaluation that combines the three components of evaluation we improve---scoring, format, and data---to create living evaluations and re-imagine the role of leaderboards

The importance of games in learning English as a second language (L2) through CLIL: an intervention proposal in a 5-year-old class of Infant Education

La escuela debería emplear métodos efectivos como AICLE que promuevan el aprendizaje del inglés como segunda lengua. Evidentemente, un factor clave para el aprendizaje de segundas lenguas será la alta motivación del aprendiz, la cual se logrará mediante el juego, entre otros. Así, este trabajo expone la teoría relativa al juego (definición, funciones, clasificación, momentos de implementación…), relacionándola con el aprendizaje de la L2. Más tarde, centrándonos en la variante ‘juego serio’, se ha creado una propuesta de intervención para una clase de 5 años de Educación Infantil. Ésta se engloba en un proyecto sobre el Día de San Patricio.Schools should employ effective methods like CLIL to promote learning English as a second language, focusing on the communicative competence. Evidently, a key factor for second language learning will be the high motivation of the learner, which will be achieved by means of games, among other resources. Throughout this work, the theory relative to games is described (definition, functions, classification, moments of implementation….), relating it to L2 learning. After that, centring on the variation ‘serious game’, an intervention proposal for a 5-year-old class of Infant Education has been created. It is encompassed in a project about St Patrick’s Day

Analyzing secondary students perception regarding to the use of reading comprehension strategies through the interactive model

Su proyecto de investigación se ocupa de la cuestión de la comprensión lectora y cómo se puede fomentar a través del modelo Interactivo en una muestra poblacional de alumnos de séptimo grado en la escuela Simón Bolívar donde se encontró mediante una prueba diagnóstica que la habilidad más débil presentada por estos estudiantes fue la competencia lectora. Para alcanzar este objetivo, se revisaron los estudios internacionales, nacionales y locales sobre el tema de la comprensión de lectura y el modelo Interactivo. Basándose en las teorías de las estrategias de lectura propuestas por Tanner & Green (1998) y el modelo interactivo de Anderson, (2006) se construyó una perspectiva teórica.In the first chapter of this research, I present the description of the research problem, the research question and the objectives. The research question and objectives also make part of this chapter. The second chapter of this study aims to justify what is the relevance of this study in the context where it was developed. In the third chapter, I present the state of the art. Previous international, national and institutional studies that have dealt with the topic of the English Reading comprehension strategies and the interactive model are studied. The fourth chapter deals with the theoretical framework, in order to build up a theoretical perspective, the reading comprehension strategies stated by Tanner & Green, (1998) and the Interactive reading model are analyzed. The fifth chapter describes the type of research that is going to be carried out and the kind of approach used. For the first one, it is a qualitative research, taking into account the principles by Johnson & Christenssen (2010). As for the type of method, this research is going to follow the principles of a case study following the Yin, R (1998) model. In the fifth chapter the reader can find the instrument design where I show how I implemented six didactic units to the learners. The sixth chapter presents categories and subcategories emerged supported by the outcomed found out during the triangulation process. Chapter seventh refers to further pedagogical implications and the last chapeter eighth presents the research conclusions

Dyslexia and Mindfulness: Can Mental Training Ameliorate the Symptoms of Dyslexia?

Dyslexia (DYS) can be defined as a reading disorder that is not caused by sensory or cognitive deficits, or by a lack of motivation or adequate reading instruction. Remediation of a deficit in phonological processing has been the focus of most DYS interventions to date, but these studies have had despairingly little impact on generalized reading abilities. Reading Recovery and mindfulness (MF) training are two interventions that emphasize the development of metacognition. Reading Recovery teaches children how to use multiple metacognitive strategies (e.g., using context clues, making predictions) while in the process of decoding and comprehending text. MF, or mental training, is a well-established technique for developing attentional capacities and can also be considered a metacognitive skill. In this mixed-methods study, I investigated whether training in metacognitive strategies (including MF) would significantly improve reading and writing skills compared to a control condition. Twenty students in grades 2-5 with an identified learning disability were recruited from the public school district. After matching on age, severity, gender, and primary language, participants were randomly assigned to an experimental group or active control group. Participants in the experimental group received a five-week intervention that incorporated phonics training, Reading Recovery, and MF. Subjects in the control group received only phonics training for five weeks. Pre- and post-measures were collected on reading, writing, and a lexical-decision task. Quantitative results demonstrated that MF significantly increased response times during decoding (indicating a possible increase in reflectiveness due to metacognitive processes) and significantly lowered heart rate over the course of the intervention. Qualitative themes pointed to improvement in self-expression, motivation, focus, self-confidence, positive affect, and use of metacognitive strategies

IMPROVING THE SPEAKING SKILLS THROUGH GUESSING GAMES OF THE SEVENTH GRADE STUDENTS OF SMP MUHAMMADIYAH 1 SEYEGAN YOGYAKARTA IN THE ACADEMIC YEAR OF 2012/2013

IMPROVING THE SPEAKING SKILLS THROUGH GUESSING GAMES OF THE SEVENTH GRADE STUDENTS OF SMP MUHAMMADIYAH 1 SEYEGAN YOGYAKARTA IN THE ACADEMIC YEAR OF 2012/2013 By Dian Fitriana 05202244116 The objective of the research was to improve the English speaking skills of VII A grade students of SMP Muhammadiyah 1 Seyegan. This research categorized as action research. The guessing games were applied to improve the students’ skills in learning speaking English. The research was carried out on the first semester. It started from 4th September to 26th September 2012 in SMP Muhammadiyah 1 Seyegan. The members consisted of the researcher, the principal, the English Teacher, and the students of grade VII A. The research steps were: reconnaissance, planning, action and observation, and reflection. The research was conducted in two cycles. The data were obtained by interviewing the English teacher and the students of grade VII A, observing the teaching and learning process, taking pictures of the teaching and learning process. The instruments were the researcher, photo camera, interview guidelines, and questionnaire. The data were in the forms of interview transcripts, field notes, photos and questionnaire scores. The validity of the data was obtained by applying the democratic validity, dialogic validity, catalytic validity, process validity, and outcome validity. The result of this study showed that the implementation of guessing games in the speaking class is believed effective to improve students’ skills to learn speaking English, maximizes students’ participation during the speaking activities, and reduces the students’ boredom on learning. This implies that the implementation of guessing games gives the positive effects on improving students’ skills in speaking English

EVALITA Evaluation of NLP and Speech Tools for Italian - December 17th, 2020

Welcome to EVALITA 2020! EVALITA is the evaluation campaign of Natural Language Processing and Speech Tools for Italian. EVALITA is an initiative of the Italian Association for Computational Linguistics (AILC, http://www.ai-lc.it) and it is endorsed by the Italian Association for Artificial Intelligence (AIxIA, http://www.aixia.it) and the Italian Association for Speech Sciences (AISV, http://www.aisv.it)

Vocabulary size and reading comprehension in elementary level Emirati learners of English

A thesis submitted to the University of Bedfordshire, in partial fulfilment of the requirements for the degree of doctor of Philosophy.The overall aim of this mixed methods study based on a sequential explanatory design was to provide new knowledge and understanding regarding vocabulary learning and reading comprehension among elementary level Emirati learners of English. The low vocabulary sizes and poor reading performances of these learners are well documented (Davidson, Atkinson & Spring, 2011; O’Sullivan, 2009). It is also widely accepted that students with low vocabulary size are will not read efficiently (Laufer & Ravenhorst-Kalovski, 2010; Nation, 2006; Schmitt, Jiang & Grabe, 2011). However, there is still considerable debate on how best low level students might quickly develop their vocabulary and how any increase in vocabulary size impacts on reading comprehension skills (Schmitt, 2010b). Further, much of the research carried out in this area has been in the context of cross sectional studies in experimental conditions rather than in classrooms (Nation & Webb, 2011). The present study aimed to address these gaps through a longitudinal classroom based study on the effect of word cards on receptive vocabulary size development. The quantitative experimental element of the design included an intervention using word cards with the experimental groups. The control groups followed the institutions prescribed vocabulary course which did not include the use of word cards. Additionally, this researcher found no studies seeking the views of Arab learners on the usefulness of word cards. This gap in the literature was addressed through soliciting the students’ perceptions during focus group interviews and a survey questionnaire. The three specific objectives were to:(1) Investigate how decontextualised vocabulary study, using word cards and translation, contributed to a gain in receptive vocabulary for elementary iv level Emirati learners of English; (2) Investigate how vocabulary size is correlated with reading comprehension scores among elementary level Emirati learners of English, and (3): Explore the perceptions of elementary level Emirati learners of English regarding the teaching and learning of vocabulary and its relationship to reading comprehension. The philosophical stance of the researcher was vindicated, because the mixed methods research design, underpinned by constructive realism or pragmatism, provided quantitative data that was enriched and corroborated by qualitative data. Despite its limitations, the main conclusions were that (a) decontextualised vocabulary study, using word cards and translation, contributed a more rapid gain in receptive vocabulary for elementary level Emirati learners of English than a similar teaching programme lacking this element; (b) the size of the receptive vocabulary appeared to correlate with reading comprehension scores. This correlation was especially strong in the case of the Preliminary English Test (PET); and (c) the participants in the experimental group perceived that word cards and translation was a very effective approach to learning vocabulary. The practical implications were that decontextualised vocabulary study, using word cards and translation, could potentially be introduced into curriculum, in order to contribute to a gain in receptive vocabulary for elementary level Emirati learners of English. The findings of this study underline the importance of improving vocabulary size in the case of elementary learners and that the learners are likely to engage better with strategies they believe in