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Exercise Design and Vocabulary Learn...

Patchin, Colleen.

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Exercise Design and Vocabulary Learning in Tutorial CALL: The Effects of Image Features and Combinations on Attention to Written Forms.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exercise Design and Vocabulary Learning in Tutorial CALL: The Effects of Image Features and Combinations on Attention to Written Forms./
Author:	Patchin, Colleen.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	106 p.
Notes:	Source: Masters Abstracts International, Volume: 81-04.
Contained By:	Masters Abstracts International81-04.
Subject:	Linguistics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=22582629
ISBN:	9781088336595

Exercise Design and Vocabulary Learning in Tutorial CALL: The Effects of Image Features and Combinations on Attention to Written Forms.
Patchin, Colleen.

Exercise Design and Vocabulary Learning in Tutorial CALL: The Effects of Image Features and Combinations on Attention to Written Forms. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 106 p.

Source: Masters Abstracts International, Volume: 81-04.

Thesis (M.A.)--Arizona State University, 2019.

This item must not be sold to any third party vendors.

Computer assisted language learning (CALL) has become increasingly common as a means of helping learners develop essential skills in a second or foreign language. However, while many CALL programs claim to be based on principles of second language acquisition (SLA) theory and research, evaluation of design and learning outcomes at the level of individual CALL exercises is lacking in the existing literature. The following proposed study will explore the design of computer-based vocabulary matching exercises using both written text and images and the effects of various design manipulations on learning outcomes. The study will use eye-tracking to investigate what users attend to on screen as they work through a series of exercises with different configurations of written words and images. It will ask whether manipulation of text and image features and combinations can have an effect on learners' attention to the various elements, and if so, whether differences in levels of attention results in higher or lower scores for measures of learning. Specifically, eye-tracking data will be compared to post-test scores for recall and recognition of target vocabulary items to look for a correlation between levels of attention to written forms in-task and post-test gains in scores for vocabulary learning.

ISBN: 9781088336595Subjects--Topical Terms:

524476
Linguistics.
Subjects--Index Terms:

Applied linguistics

Exercise Design and Vocabulary Learning in Tutorial CALL: The Effects of Image Features and Combinations on Attention to Written Forms.
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300 $a 106 p.
500 $a Source: Masters Abstracts International, Volume: 81-04.
500 $a Advisor: Smith, David.
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506 $a This item must not be sold to any third party vendors.
520 $a Computer assisted language learning (CALL) has become increasingly common as a means of helping learners develop essential skills in a second or foreign language. However, while many CALL programs claim to be based on principles of second language acquisition (SLA) theory and research, evaluation of design and learning outcomes at the level of individual CALL exercises is lacking in the existing literature. The following proposed study will explore the design of computer-based vocabulary matching exercises using both written text and images and the effects of various design manipulations on learning outcomes. The study will use eye-tracking to investigate what users attend to on screen as they work through a series of exercises with different configurations of written words and images. It will ask whether manipulation of text and image features and combinations can have an effect on learners' attention to the various elements, and if so, whether differences in levels of attention results in higher or lower scores for measures of learning. Specifically, eye-tracking data will be compared to post-test scores for recall and recognition of target vocabulary items to look for a correlation between levels of attention to written forms in-task and post-test gains in scores for vocabulary learning.
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