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Uz Bilgin, Cigdem; Tokel, S. Tugba – Journal of Educational Computing Research, 2019
The aim of this study was to investigate how the contextual vocabulary exploration processes of English as a Foreign Language learners can be facilitated in a mobile-supported situated learning environment. A Science and Technology Museum populated with interactive science experiments was chosen as the situated learning context. A mobile…
Descriptors: Vocabulary Development, Computer Assisted Instruction, Telecommunications, Museums
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Alemi, Minoo; Bahramipour, Shirin – Asian-Pacific Journal of Second and Foreign Language Education, 2019
The present case study investigated the probable effect of applying a humanoid robot as a teacher-assistant for learning and retention of English vocabulary among 10 Iranian foreign language learners with intellectual disabilities, more specifically Down syndrome. This method is a new trend in using technology to teach classes called Robot…
Descriptors: Robotics, English (Second Language), Intellectual Disability, Down Syndrome
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Ma, Xingxing; Yodkamlue, Butsakorn – PASAA: Journal of Language Teaching and Learning in Thailand, 2019
This study investigated the effects of a self-developed mobile app on Chinese university EFL learners' vocabulary learning and retention. Their perceptions of the mobile app were also explored. Data were collected using mixed methods. The results can be summarized as follow: firstly, the students using the mobile app could learn more words than…
Descriptors: Vocabulary Development, Computer Software, Asians, College Students
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Chen, Yi-chen – Language Learning Journal, 2019
The present study examines the effects of cognitive-based metaphoric mapping instruction (MMI) on English as Foreign Language (EFL) learners' retention and awareness of figurative language at different levels of English proficiency. Ninety-one Taiwanese EFL learners participated in the study, and were separated into a control group that received…
Descriptors: Figurative Language, English (Second Language), Second Language Learning, Second Language Instruction
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van de Ven, Marco; Segers, Eliane; Verhoeven, Ludo – Language Learning, 2019
This longitudinal randomized trial study investigated the effects of phonological specificity training on second language (L2) vocabulary learning. Eighty-six Dutch secondary-school students participated in one of two experimental conditions or in an animacy judgment (active control) condition. Participants in the phonological specificity training…
Descriptors: Second Language Learning, Vocabulary Development, Phonology, Pretests Posttests
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Gbenga-Akanmu, Taiwo Oladunni; Jegede, Philip Olu – World Journal of Education, 2019
The study examined the effect of meta-cognitive training on field-dependent and field-independent primary school pupils' knowledge of numeracy concepts. It also investigated the moderating effects of sex on meta-cognitive training of the two categories of learners on performance in numeracy. In addition, it investigated the moderating effects of…
Descriptors: Metacognition, Computer Assisted Instruction, Numeracy, Elementary School Students
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Okyar, Hatice; Çakir, Abdulhamit – Journal of Language and Linguistic Studies, 2019
This study investigated whether encountering the target language words in variety of reading texts would have positive effects on vocabulary development or not. The participants of the study were 55 EFL learners from a state university in Turkey, and two classes were randomly assigned to a control (n=27) or an experimental (n=28) group. 58 English…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Foreign Countries
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Sheridan, Robert; Tanaka, Kathryn M.; Hogg, Nicholas – TESL-EJ, 2019
Analysis of the different methods of teaching English has become increasingly important as the subject of global Englishes receives greater attention. In Asia, more educators have been using textbooks that are culturally specific in their design; however, a limited number of studies have been conducted that demonstrate their practical efficacy.…
Descriptors: Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction
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Nakata, Tatsuya; Suzuki, Yuichi – Modern Language Journal, 2019
Cognitive psychology research has shown that interleaving, wherein learners practice multiple skills or concepts at once, facilitates learning more than does blocking, wherein learners practice only one skill or concept at a time. Despite the advantage of interleaving over blocking observed across a number of domains, limited attention has been…
Descriptors: Grammar, Second Language Learning, Second Language Instruction, Language Tests
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Kasprowicz, Rowena E.; Marsden, Emma; Sephton, Nick – Modern Language Journal, 2019
Within limited-input language classrooms, understanding the effect of distribution of practice (spacing between practice) on learning is critical, yet evidence is conflicting and of limited relevance for young learners. For second language (L2) grammar learning, some studies reveal advantages for spacing of 7 days or more, but others for shorter…
Descriptors: Verbs, Morphology (Languages), Second Language Learning, Second Language Instruction
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Gözüm, Ali Ibrahim Can; Kandir, Adalet – Pegem Journal of Education and Instruction, 2019
This research is carried out to reveal the effects of ''Attention Skill Development Program During Preschool Term'' on attention skill of 60-72 months of children. In this way, efficiency of ''Education Program for Supporting Attention Skill'' was revealed trough quantitative data collected according to Solomon Quadruple Group Model, which was…
Descriptors: Preschool Children, Attention, Skill Development, Program Effectiveness
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Rukholm, Vanessa Natale; Helms-Park, Rena; Odgaard, Eric C.; Smyth, Ron – Canadian Modern Language Review, 2018
The effects of song and elaboration were assessed on the acquisition and retention of lexical items by beginner learners of Italian. Lexical acquisition investigated through an incidental learning experiment based on the premise that growth in L2 vocabulary can be facilitated by subvocal rehearsal and elaborate processing of lexical items.…
Descriptors: Singing, Italian, Second Language Learning, Vocabulary Development
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Chin, Kai-Yi; Lee, Ko-Fong; Chen, Yen-Lin – Interactive Learning Environments, 2018
This paper proposes a novel interactive ubiquitous learning system (IULS) for authentically teaching a cultural heritage course and imparting relevant concepts to students. Experimental results demonstrated that learning performance was significantly improved after students used the IULS. This study also demonstrated that students using the IULS…
Descriptors: Heritage Education, Cultural Background, Electronic Learning, Educational Technology
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Coskun, Ismail; Eker, Cevat – Universal Journal of Educational Research, 2018
The aim of the study is to investigate whether the activity based posters have an effect of on the ninth class students' academic achievements and the retention levels in their learning. The research was carried out with 60 students at one of the state schools in The Central Anatolia Region of Turkey in 2015-2016 academic year.…
Descriptors: Visual Aids, Academic Achievement, Retention (Psychology), Active Learning
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Cheung, Jeffrey J. H.; Kulasegaram, Kulamakan M.; Woods, Nicole N.; Moulton, Carol-anne; Ringsted, Charlotte V.; Brydges, Ryan – Advances in Health Sciences Education, 2018
Transfer is a desired outcome of simulation-based training, yet evidence for how instructional design features promote transfer is lacking. In clinical reasoning, transfer is improved when trainees experience instruction integrating basic science explanations with clinical signs and symptoms. To test whether integrated instruction has similar…
Descriptors: Transfer of Training, Teaching Methods, Rating Scales, Pretests Posttests
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