Personalized Word-Learning Based on Technique Feature Analysis and Learning Analytics

Autor/inn/en	Zou, Di; Xie, Haoran
Titel	Personalized Word-Learning Based on Technique Feature Analysis and Learning Analytics
Quelle	In: Educational Technology & Society, 21 (2018) 2, S.233-244 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Individualized Instruction; Vocabulary Development; Language Acquisition; Second Language Learning; English (Second Language); Foreign Countries; College Students; Evaluation Methods; Instructional Effectiveness; Outcomes of Education; Check Lists; Electronic Learning; Learning Theories; Scores; Reading Motivation; Information Retrieval; Retention (Psychology); Models; Hong Kong; China + Suchen Sie Ihr Suchwort? Individualisierender Unterricht; Wortschatzarbeit; Sprachaneignung; Spracherwerb; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Collegestudent; Unterrichtserfolg; Lernleistung; Schulerfolg; Checkliste; Learning theory; Lerntheorie; Lesemotivation; Merkfähigkeit; Analogiemodell; Hongkong
Abstract	Many studies have highlighted the importance of personalized learning, and most current e-learning systems are able to personalize materials, activities, etc., based on individualized learner-factors. However, none of the extant word-learning systems provides a personalized learning experience that is guided by a comprehensive word learning theory. In this study, we develop such a system based on Nation and Webb's checklist for technique feature analysis--a thorough set of factors that promote effective word learning. This system recommends personalized word learning tasks based on the technique feature analysis scores of different tasks and user models. To examine the effectiveness of the proposed system, we conducted an experiment among 105 English learners, grouped them into three teams randomly, and asked them to learn forty target words through three approaches: a non-personalized approach, a personalized approach guided by a partial version of the technique feature analysis, and a personalized approach guided by the full list of the technique feature analysis. Significant differences were observed among the effectiveness of the three approaches in promoting word learning, with the personalized approach guided by the complete checklist leading to the best learning performance. It is therefore suggested that e-learning systems should be designed based on comprehensive learning theories. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Sun Yat-sen University. Department of Information Management, 70, Lien-Hai Rd, Kaohsiung, 80424, Taiwan. Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01