The Every Student Succeeds Act of 2015 requires high standards, but academic achievement among English Language Learners (ELL) falls below that of their peers in Texas. These students' lower academic achievement may lead to their dropping out of high school, not going to college, or being underemployed, a problem that led to this study. The purpose of this study was to evaluate whether computer-assisted language learning (CALL) helps ELLs improve their English language proficiency compared to traditional learning approaches. Levy's theoretical framework on the implementation of CALL guided this study. A nonequivalent, pretest-and-posttest design was used to examine mean differences in the increase in proficiency level from the beginning to the end of the year on the Texas English Language Proficiency Assessment System (TELPAS) of ELLS in Grades 3-5 who participated in CALL and of those who did not participate. The sample consisted of 106 English language learners in Grades 3-5: 57 students in the treatment group and 49 in the comparison group. A one-way analysis of variance was conducted to compare language proficiency between the treatment and comparison groups. Results revealed no significant difference in the mean increase in proficiency levels of English language learners between the treatment and comparison groups. Additional analyses of TELPAS subdomains (reading, speaking, listening, and writing) indicated CALL was effective on reading only. Based on the findings, a project study on professional development was designed to focus on instructional strategies to support CALL. This project may lead to social change among administrators and teachers in the methods and strategies they use in the classroom to support CALL and as they work collaboratively to improve language proficiency among English language learners.

abstract: 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. / Dissertation/Thesis / Masters Thesis English 2019

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This dissertation presents the design of a novel joining-in-type humanoid robot-assisted language learning that uses two robots to conduct a goal-oriented conversation with the human learner to practice English as a second language. The system uses implicit learning as the main learning style to teach the usage of a specific expression form. A mix of tutoring and peer learning is implemented in the course of a three-party conversation. This learning style enables the learner to gain linguistic knowledge, and at the same time it improves the performance of the speech recognition engine. / 博士(工学) / Doctor of Philosophy in Engineering / 同志社大学 / Doshisha University

In recent years, increasing attention has been placed on providing pronunciation instruction that meets the communicative needs of nonnative speakers (NNSs) of English. Empirical research and pronunciation materials writers suggest that teaching suprasegmentals before segmentals to intermediate and advanced NNSs could be more beneficial in a shorter period of time. However, the majority of the materials available that emphasize suprasegmentals are textbook-based, relying principally on classroom settings and teacher feedback. The purpose of Pronunciation Progress: Stress in American English is to provide NNSs with pronunciation materials for self-access and student-directed learning environments. These materials are designed as a series of computerized modules that focus on one element of suprasegmentals – stress. Pronunciation Progress: Stress in American English is divided into three units: syllable unit, word unit, and sentence unit. Each unit consists of different sections that include explanations of the content, examples, and practice exercises with immediate feedback. Learners can listen to native speakers on the computer and navigate through the content at their own pace, focusing on specific areas that they deem important for their learning. A pilot study was conducted over a three week period to evaluate these materials. Students at Brigham Young University's English Language Center provided written and oral feedback detailing their reactions to the materials. Participants responded to surveys for each of the three units and participated in a focus group that gathered comments regarding the overall usefulness and design of the program. Overall reactions to the program were very positive. In general, participants responded favorably to each of the three units for statements regarding ease of use, level of enjoyment, clarity of directions, newness of knowledge, interest of practice exercises, understanding of examples, and desires to practice outside of the lab. Many of the students said that they enjoyed all of the units, and all but one who participated in the focus group commented that they liked the sentence unit the most. Student comments also implied that participants had a raised awareness of features of stress in American English.

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京都大学 / 新制・課程博士 / 博士(人間・環境学) / 甲第24301号 / 人博第1057号 / 新制||人||248(附属図書館) / 2022||人博||1057(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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No description available.

Thesis (MPhil)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: Because English is the most widely-spoken second language in South Africa, it is becoming increasingly important for learners to be able to master the English language, including English grammatical structures; not only to do well at their internal and external school examinations, but also to communicate effectively in a progressively anglicised educational, occupational and commercial society. Educators of English First Additional Language (FAL) often have to augment existing textbook material, especially in the field of grammar teaching and learning, as many of the more recent textbook publications do not make sufficient provision for the communicative teaching and learning of grammatical structures. One way in which textbook material could be augmented would be to develop interactive multimedia learning material for the teaching of grammar. However, many South African English FAL classrooms are underresourced in terms of computers and other technological tools needed to use such interactive computer assisted language learning (CALL) material. The learners being taught in these technologically barren classrooms may fall far behind their peers in terms of exposure to interactive educational technology, i.e. they may become victims of the digital divide. The objective of this study was to investigate whether the digital divide could be addressed with the development and use of computer assisted language learning material that makes provision for learner interactivity and could be used in classrooms with minimal access to technological tools. To determine the attitudes of educators with regard to grammar instruction in general, as well as the use of technology in the teaching and learning of grammar and the general accessibility of technology in English FAL classrooms, educators of English FAL at nine rural, Afrikaans-medium schools situated in low-income communities in the Western and Northern Cape were asked to complete a questionnaire. The results of this survey were used to ascertain what kind of multimedia learning material would be suitable for use in technologically challenged English FAL classrooms. As part of this study, exemplar material has been developed to make a recommendation regarding the type of multimedia material that could be used in technologically under-resourced classrooms. / AFRIKAANSE OPSOMMING: Aangesien Engels die taal is wat die meeste as tweede taal in Suid-Afrika gebesig word, raak dit toenemend belangrik vir leerders om die Engelse taal, insluitende die grammatikale strukture van Engels te bemeester; enersyds om goed te doen in hulle interne en eksterne skooleksamens en andersyds om effektief te kan kommunikeer in ’n toenemend verengelsde onderwys-, werks- en ekonomiese gemeenskap. Opvoeders van Engels Eerste Addisionele Taal (EAT) moet baiekeer bestaande handboekmateriaal aanvul, aangesien baie van die nuwe handboeke nie voldoende voorsiening maak vir die kommunikatiewe onderrig en leer van grammatikale strukture nie. Een manier waarop handboekmateriaal aangevul kan word, is om interaktiewe multimedia-leermateriaal te ontwikkel om grammatika te onderrig. Baie Suid-Afrikaanse klaskamers is egter nie voldoende toegerus met rekenaars en ander tegnologiese materiaal wat nodig sou wees om sodanige interaktiewe rekenaar-ondersteunde leermateriaal te gebruik nie. Leerders wat onderrig word in sulke tegnologies swak toegeruste klaskamers mag dus toenemend tekort skiet in vergelyking met hulle meer bevoorregte tydgenote. Die hoofdoel van hierdie studie was om te ondersoek of hierdie digitale skeiding aangespreek kan word deur die ontwikkeling en gebruik van rekenaar ondersteunde leermateriaal wat, terwyl dit voorsiening maak vir leerder-interaktiwiteit, ook gebruik kan word in klaskamers met minimale toegang tot tegnologie. Om die houdings van opvoeders ten opsigte van grammatika-onderrig in die algemeen, sowel as die gebruik van tegnologie in die leer en onderrig van grammatika; en die algemene beskikbaarheid van tegnologie in Engels EAT klaskamers te ondersoek, is opvoeders aan nege plattelandse, Afrikaans-medium skole geleë in lae-inkomste woonareas in die Wes- en Noord-Kaap gevra om ’n vraelys te voltooi. Die uitslag van hierdie ondersoek is gebruik om vas te stel watter tipe multi-media leermateriaal geskik sou wees vir gebruik in tegnologies swak toegeruste Engels EAT klaskamers. As deel van hierdie studie is voorbeeld-materiaal ontwikkel om ’n aanbeveling te maak rakende die tipe materiaal wat onder hierdie omstandighede gebruik sou kon word.