Interactive Syllable-Based English Vocabulary Learning in a Context-Aware Environment

Autor/inn/en	Wang, Wen-Yen; Huang, Yueh-Min
Titel	Interactive Syllable-Based English Vocabulary Learning in a Context-Aware Environment
Quelle	In: Journal of Educational Computing Research, 55 (2017) 2, S.219-239 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633116663212
Schlagwörter	Vocabulary Development; English (Second Language); Elementary School Students; Syllables; Learning Strategies; Telecommunications; Handheld Devices; Listening Skills; Oral Language; Learning Motivation; Student Motivation; Student Attitudes; Second Language Instruction; Teaching Methods; Foreign Countries; Experimental Groups; Control Groups; Instructional Effectiveness; Computer Software; Statistical Analysis; Student Surveys; Quasiexperimental Design; Taiwan + Suchen Sie Ihr Suchwort? Wortschatzarbeit; English as second language; English; Second Language; Englisch als Zweitsprache; Silbe; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Telekommunikationstechnik; Oral interpretation; Mündlicher Sprachgebrauch; Motivation for studies; Lernmotivation; Schulische Motivation; Schülerverhalten; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Unterrichtserfolg; Statistische Analyse; Schülerbefragung
Abstract	English is one of the most important second languages in nonnative English-speaking countries, where learning English usually begins in primary school. To this end, vocabulary learning is regarded as the most fundamental and crucial stage in developing the student's English language capability. While some studies have explored strategies of vocabulary learning that exploit context-aware technologies, to the best our knowledge, little has been done to employ English syllabification as a learning strategy on a mobile device to help learners recognize English vocabulary in context-aware environments. In this study, we develop an "i"nteractive syllable-based "E"nglish vocabulary learning board (I SEE) on a tablet PC to incorporate context awareness to help Taiwan students learn new vocabulary. With the proposed strategy, English vocabulary is split into syllable units to help students improve their English language listening and speaking skills in a context-aware environment. Experimental results from an elementary school English course demonstrate that this innovative manner enhances the learning achievements and learning attitudes of students and promotes improved motivation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01