English language learning
Ahmadreza Nikbakht; Golnar Mazdayasna
Abstract
This study aimed to explore the effect of multimedia glosses on the vocabulary acquisition of Iranian intermediate EFL learners. The program employed in this study provided the learners with glosses for words in the form of sounds and videos. The participants were 40 intermediate EFL learners studying ...
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This study aimed to explore the effect of multimedia glosses on the vocabulary acquisition of Iranian intermediate EFL learners. The program employed in this study provided the learners with glosses for words in the form of sounds and videos. The participants were 40 intermediate EFL learners studying English at a private institute in Esfahan. The participants were assigned to experimental and control groups. Participants were given the exact reading context from a software called "Tell Me More." The experimental group had access to multimedia glosses for unknown words. The learners were granted access to the glosses by clicking on the highlighted words. The control group, regarding the clarification of the unknown word lexis, received help from the researcher through the conventional method and had access to a dictionary. After 10 sessions, a vocabulary test was given to experimental and control groups. The application of an independent t-test indicated that the performance of the participants exposed to multimedia glosses was significantly superior to that of the control group. The present study offers valuable insights for CALL material designers in selecting the optimal combination of modalities to facilitate L2 vocabulary acquisition.
English language learning
Farahman Farrokhi; Aylar Fallah Vazirabad
Abstract
Developing, exploring and standardizing digital game based learning for EFL and English for Specific Purposes (ESP), requires a thorough understanding of learning context, gaming elements, ludical manners, as well as features of virtual reality in a real-life and career like setting. Unlike some traditional ...
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Developing, exploring and standardizing digital game based learning for EFL and English for Specific Purposes (ESP), requires a thorough understanding of learning context, gaming elements, ludical manners, as well as features of virtual reality in a real-life and career like setting. Unlike some traditional scientific approaches that focuses only on individual systems separately as a dipped in fashion approach, digital game requires a platform for understanding game genres, games’ use and various kind of games in order to define game design characteristics, theories of learning in digital era and to expand the characteristics and patterns of CALL application combined with linguametric perspective for digital games. It is a means and umbrella term for combined framework for multidimetional advancements, research and practices from major areas of inquiry, namely applied linguistics, psychometrics, and edumetrics of inter, supra disciplinary perspectives and emotional intelligence which gives importance to this discussion and a need to implement, develop, blend and use positive features of various digital game types in a user friendly and massively online course platform worldwide.
Sadegh Khalili; Mohammad Hassan Tahririan; Setareh Bagheri
Volume 7, Issue 16 , December 2015, , Pages 37-54
Abstract
The purpose of this study was to investigate the impact of blended learning and multimedia softwares on Iranian ESP students' vocabulary learning. To this end, 120 Iranian ESP learners were assigned to two groups: the experimental and control groups. The experimental group received instructions through ...
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The purpose of this study was to investigate the impact of blended learning and multimedia softwares on Iranian ESP students' vocabulary learning. To this end, 120 Iranian ESP learners were assigned to two groups: the experimental and control groups. The experimental group received instructions through multimedia softwares while the control group received traditional instructions. The data were collected through a vocabulary posttest and classroom observations. The results indicated the great level of disparity between the two groups of learners regarding their acquisition of new vocabulary - in other words, multimedia softwares had positive effect on students' vocabulary learning. In addition, learning with technology also showed positive activity engagement. Based on the current study, suggestions were made on how multimedia softwares can be adopted and incorporated more effectively in ESP classes.
