Spelling suggestions: "subject:"eomputer assisted language learning"" "subject:"aomputer assisted language learning""
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THE POTENTIAL OF COOPERATIVE DIGITAL GAMES FOR SLA: AN ANALYSIS OF INTERACTION AND ATTITUDES AMONG JAPANESE LEARNERS OF ENGLISH / SLAにおける協調的デジタル・ゲームの可能性:日本人英語学習者の相互対話と意識・態度に関する分析HOFMEYR, MICHAEL FREDERICK 23 March 2023 (has links)
京都大学 / 新制・課程博士 / 博士(人間・環境学) / 甲第24702号 / 人博第1075号 / 新制||人||251(附属図書館) / 2022||人博||1075(吉田南総合図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)准教授 PETERSON Mark, 准教授 中森 誉之, 教授 勝又 直也, 教授 FIELD Malcolm Henry / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DGAM
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Exploring the Practices of Digital Game-based Language Learning through Action Research / アクション・リサーチによるデジタルゲームを用いた言語学習の実践の探究Li, Ke 23 March 2023 (has links)
京都大学 / 新制・課程博士 / 博士(人間・環境学) / 甲第24703号 / 人博第1076号 / 新制||人||252(附属図書館) / 2022||人博||1076(吉田南総合図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)准教授 PETERSON Mark, 准教授 中森 誉之, 教授 勝又 直也, 教授 FIELD Malcolm Henry / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DFAM
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The use of pocket electronic dictionaries as compared with printed dictionaries by Japanese learners of EnglishKobayashi, Chiho 14 September 2006 (has links)
No description available.
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Designing intelligent language tutoring systems for integration into foreign language instructionAmaral, Luiz A. 26 June 2007 (has links)
No description available.
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Blending cognitive rule-based, process-based, and context-based theories in the development of online grammar instructionZaldivar, Marc Robert 16 December 2008 (has links)
This study proposes to blend contemporary educational research in order to design an online instructional environment. The goal was to create an environment that would better educate learners about grammar use in higher education, given the complexity of the rule learning that was being asked of them. By blending approaches from tested educational research on cognitive information processing theories, schema theories, and situated cognitive theories in order to determine how language rules are best learned, eight design principles were derived for the instructional environment. A prototype of the environment was then developed. Two series of formative evaluations, one with a group of subject-matter experts (teachers, linguists, and instructional designers) and one with a group of students, were run against the instruction. Overall, it was found that a database-driven website employing user-defined variables to customize the instruction for each individual user was a useful way to achieve the goals of the study. / Ph. D.
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Computer Assisted Language Learning and Middle School Teachers’ Thoughts : A study about English Teachers’ perception of their students’ language learning when using CALL versus analog learning toolsLong, Elina January 2024 (has links)
Digital tools and technologies have become a natural part of everyday life, whether at home, in workplaces, or school. This study explores Swedish middle school teachers' perceptions of Computer Assisted Language Learning (CALL), compared to more traditional and analog tools, with the focus on their students’ English proficiency and attitudes towards CALL. The methods used in this study include an online survey and semi-structured interviews. The findings reveal that the opinions on CALL differ, with some teachers expressing reservations while others see potential benefits, particularly in the possibilities of individualized teaching. While the teachers also perceive CALL to increase student engagement, concerns about digital distractions are also expressed. Though there is previous research done on the subject, there are not that many studies from a Swedish middle school context; hence, this study might fill that gap.
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The Effect of Text-Based Synchronous Computer-Mediated Communication on Second Language Acquisition / テキストベースの同期コンピュータ媒介コミュニケーションが第二言語習得に及ぼす影響Leander, Steven Hughes 25 March 2024 (has links)
京都大学 / 新制・課程博士 / 博士(人間・環境学) / 甲第25378号 / 人博第1120号 / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)准教授 PETERSONMark, 准教授 中森 誉之, 教授 勝又 直也, 教授 Harrison Richard / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DGAM
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The French menu : the design and development of a web-based application for chefs, restaurateurs and waitrons on the writing and understanding of menus in FrenchKulenkampff, Julia 03 1900 (has links)
Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2008. / This study focuses on foreign language teaching and learning in the professional workplace.
A gap was perceived in the catering industry where chefs and waitrons are required to use
French cooking terminology in their profession without ready access to the correct usage of
this terminology.
The purpose of this study is to address this gap and to offer a solution to the observed need.
The study concentrates on the reading and writing of menus in French. The reason for this
focus is that this is the area where French cooking terminology is arguably needed, as it is
here where the incorrect usage of the French language is most evident.
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Improve your essay writing : the essential guideMalie, Tebogo Ma'Khopotso 12 1900 (has links)
Thesis (MPhil)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: The application designed is an attempt to solve the problems that students face in
writing well balanced academic essays. These are essays that are correct in
structure and form, coherent and cohesive, well referenced, and not plagiarised.
These concerns are addressed in five basic units. These are "Where to Start", "The
Basic Structure", "Paragraphing", "Referencing" and "Exercises". The exercises
serve as a summary of all the units. This application derived out of the needs of the
students of the University of Botswana. The content was a result of a needs analysis
done through observation and interviews. The evaluation of the application was done
by the students themselves and fellow students at Stellenbosch University. / AFRIKAANSE OPSOMMING: Hierdie voorlegging is 'n soeke na 'n oplossing vir die probleme wat studente
ondervind om 'n goed-gebalanseerde akademiese essay (werkstuk, proefskrif,
tesis) te skryf. Hierdie is essays wat in struktuur en vorm korrek is, duidelik en
relevant is, korrekte verwysings het en nie nageskryf (plagiaat) is nie. Die probleme
is in vyf afdelings bespreek; nl. "Waar om te Begin", "Die Basiese Struktuur",
"Paragrawe", "Verwysings" en "Oefeninge". Die oefeninge dien as opsomming vir al
die eenhede. Hierdie voorlegging het ontstaan uit ’n behoefte van die studente by die
Universiteit Botswana. Die inhoud was die resultaat van 'n behoefte-analise wat deur
observasie en onderhoude gedoen is. Die evaluasie is deur die betrokke studente en
studente aan die Universiteit Stellenbosch gedoen.
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A case study investigating the essay writing skills of Eastern Cape Technikon education students using the Writing Process Workshop language softwareMasha, Khanyisa Rose 03 1900 (has links)
Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2005. / This research is based on a study which was made in order to investigate why the students who study Education at the Eastern Cape Technikon fail to acquire competence in essay writing, in spite of going through the Computer program that is being used by the Department of Communication. The name of this program is the Writing Process Workshop, and will be referred to as the WPW throughout the study. This program has been in use at the Technikon as a form of supplementary program for those students who were perceived to have shortfalls1 in their essay writing communication skills.
This perception came about from the Department of Communication which decided that those students who scored less than 40% overall in (in language, not in content) their assignments, class works, and tests should go through the program and work independently, in the hope that their performance will improve.
The study spans over two years, with the first year being the period where the researcher collected data in the form of written errors that the students made in their essays. The second year of the research is the period when the main research took place. During the second year of the research, the researcher observed the students as they went through the WPW for three months. Upon completing the program, the students were asked to respond to a questionnaire. In addition to the questionnaire, the researcher examined the student errors that occurred in the students’ essays throughout 2003 (while they were on the program, together with the ones from last year (2003).
The reason for this was to determine if the errors that were present in 2002 are still present even after the students had gone through the WPW. The researcher then found that there was still considerable occurrence of the same errors in the students’ essays, a fact which led the researcher to deduce that very little improvement in the writing skills of the students has occurred between 2002 and 2003.
To explain the above point further, the research findings indicated that the essay-writing competence of the subjects did not improve in spite of the WPW intervention.The researcher then went on to evaluate the program, using a set of guidelines2, and found it consistent with the requirements of the evaluation; and therefore ruled it out as the cause of the failure of students to improve their competence in writing.
Based on the findings of the study, the researcher found that the students do not put conscious effort to apply what they have learnt in the program, and that some have not even completed the required tasks from the program. She also found that there is lack of integration of the software into the curriculum. Specific recommendations in Chapter 9 are given on how to facilitate this integration and to motivate the students to apply what they have learnt from the WPW to the mainstream essay writing exercises.
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