Effects of Attention Cueing on Learning Speech Organ Operation through Mobile Phones

Autor/in	Yang, Hui-Yu
Titel	Effects of Attention Cueing on Learning Speech Organ Operation through Mobile Phones
Quelle	In: Educational Technology & Society, 20 (2017) 4, S.112-125 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Cues; Telecommunications; Handheld Devices; Attention; Prior Learning; Speech Communication; Cognitive Processes; Difficulty Level; Performance; Pictorial Stimuli; English (Second Language); Second Language Learning; Phonetics; Randomized Controlled Trials; Memory; Retention (Psychology); Visualization; Learning Processes; Foreign Countries; College Students; Human Body; Tests; Program Effectiveness; Statistical Analysis; Correlation; China + Suchen Sie Ihr Suchwort? Stichwort; Telekommunikationstechnik; Aufmerksamkeit; Vorkenntnisse; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Achievement; Leistung; Fantasieanregung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Phonetik; Fonetik; Gedächtnis; Merkfähigkeit; Visualisation; Visualisierung; Learning process; Lernprozess; Ausland; Collegestudent; Menschlicher Körper; Examination; Prüfung; Examen; Statistische Analyse; Korrelation
Abstract	The studies regarding using a cross sectional view of speech organs enriched with attention cueing and written text to probe learners' learning efficiency and behavior through mobile phones is scant. The purpose of this study was to examine whether the presence of attention cueing can benefit learners with different amounts of prior knowledge in learning operational functions of the speech organs. Additionally, this study investigated the interactive effects of the experimental treatment and the learners' prior knowledge on their test performance and cognitive load. A self-regulatory, mobile-phone-based text with accompanying pictures depicting places and manner of articulation comprised the instrumentation. The participants were comprised of 101 English as a foreign language (EFL) learners from four sections of a phonetics course. First, their level of prior knowledge was assessed. Next, they were randomly assigned to one of four modules--picture-only, picture-plus-signal, picture-plus-text, or picture-plus-text-plus-signal. Immediately, after the treatment period, the participants were administered retention and transfer tests as well as cognitive load measurement. The results indicated that the enriched visualization somewhat reduced the participants' cognitive load and enhanced their learning efficiency. However, presenting too much visual information impaired learning. The results of the study implied that enriched visualization compacted on the small screen might cause interference. (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