To see the other types of publications on this topic, follow the link: Flashcards.
Dissertations / Theses on the topic 'Flashcards'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 29 dissertations / theses for your research on the topic 'Flashcards.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Crandell, Emily R. "Quizlet Flashcards for the First 500 Words of the Academic Vocabulary List." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6335.
Full textAbstract:
The Academic Vocabulary List (AVL) was produced by a rationale for word inclusion improved from the methodology used to generate Coxhead's AWL (Gardner & Davies, 2014). It offers a comprehensive view of high frequency academic vocabulary that could greatly benefit ELLs if implemented into ELL curricula (Gardner & Davies, 2014). However, because of the newness of the list, there are few learning resources currently utilizing the AVL. The major objective of this thesis project was to create digital flashcards for the first 500 words of the AVL to increase the list's accessibility to ELLs and teachers worldwide. These flashcards were made available through Quizlet's online interface. This paper describes the two types of flashcards developed: AVL words paired with simplified English (learner) definitions, and AVL words paired with L1 translations into seven languages. It further describes an evaluation of these flashcards by ESOL teachers working at a U.S. intensive English program, and concludes with suggestions for the future development of AVL learning resources.
2
Brown, Kirsten M. "The Development of an ESP Vocabulary Study Guidefor the Utah State Driver Handbook." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5635.
Full textAbstract:
This thesis project details research conducted and the method employed to create a tool for acquiring the technical vocabulary from the Utah Driver Handbook. Technical terms were compiled into a vocabulary tool for English as a Second Language (ESL) learners. ESL programs within the state have noted the need for materials to help learners acquire this vocabulary. The tool will assist ESL learners preparing for the written driving exam by reinforcing the vocabulary through various iterations, including flash cards, simplified definitions, and an L1 gloss. Learners preparing for the exam will be able to study difficult vocabulary terms using the tool. The tool includes flashcards containing definitions and images, a list of terms with simplified learner definitions, and a list of terms in English with their Spanish equivalent. The tool was created with the intent of providing learners with the ability to revisit difficult terms in a number of ways (i.e. Quizlet, images, simplified definitions, and an L1 gloss). The intended outcome of this research is that the tool will be useful to ESL learners preparing for the written driving exam and be made applicable to learners in other settings.
3
Baskova, Irina Mikhailovna. "Preparing Non-Native English Speakers for the Mathematical Vocabulary in the GRE and GMAT." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6684.
Full textAbstract:
The purpose of this study was to develop vocabulary materials to aid non-native English speakers, specifically Russian speaking test-takers, in their preparation for the mathematical sections of the General Record Examination (GRE) and the Graduate Management Admission Test (GMAT) in terms of English mathematical vocabulary. GRE and GMAT preparation materials and practice tests published by the Educational Testing Service, Kaplan, and Barron's were analyzed with the help of computer software. This data was then used to determine which key words to include in the vocabulary tool, which is now available on Quizlet (www.quizlet.com). The developed materials were further proofread by competent mathematics and English language professionals and assessed with the help of a questionnaire administered to them. The rationale of the materials development and the procedures used for the process are described in detail in this thesis project.
4
Shimmin, Robyn. "Promoting Maintenance of Staff Training: A Comparison Between Video Modeling and a Flashcard Procedure." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/theses/1710.
Full textAbstract:
Maintenance of staff training continues to be problematic at agencies that serve individuals with developmental disabilities, due to high client to staff ratios, staff turnover and lack of time and resources for training. The purpose of this study was to find a refresher method that staff could independently access that would be effective, as well as convenient and non-aversive. Seven staff participants at a day program for adults with developmental disabilities were trained on two client intervention plans using a Behavioral Skills Training (BST) method. Each group was given follow-up training: one group received a video refresher; one utilized flashcards and one served as the control group. All participants increased correct responses after BST training. While all participants also maintained a higher percentage of correct responses after maintenance training, all of the video and one of the flashcard group participants exhibited higher scores in the last few months of the study than did the control group. Participant surveys revealed that the videos were the most preferred method of maintenance training; participants thought they would be most likely to independently access videos over flashcards, if the resources were made available.
5
Clark, Eleanor Anne. "Tutor Assisted Vocabulary Support: Easing the Vocabulary Load for Burundian Refugees Studying for the U.S. Citizenship Test." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3821.
Full textAbstract:
The focus of this thesis was to develop vocabulary materials to supplement those already in use for emergent literate Burundian refugees preparing for the U.S. Citizenship Test. These learners study in conjunction with the International Rescue Committee in Salt Lake City, Utah, and with volunteer tutors who help them study. The flashcards and supporting activities were designed to better enable tutors to teach learners highly-dense vocabulary items, as well as to provide vocabulary scaffolding support for both learners and tutors and to increase depth of vocabulary knowledge with the target vocabulary. The U.S. Citizenship Test Vocabulary Flashcards and Vocabulary Support booklet were the products of a frequency-based vocabulary analysis to provide content-focused vocabulary instruction. This thesis details the steps and rationale of the process used to create these materials.
6
Rumberger, Jessica L. "The Effects of Interspersal and Reinforcement on Math Fact Accuracy and Learning Rate." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1367938103.
Full text
7
Rausch-Aviles, Ann. "The Effect Of Guided Reading And Word-mapping On Vocabulary, Comprehension And Fluency Of Struggling Adolescent Readers." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/107001.
Full textAbstract:
CITE/Language ArtsEd.D.
Educational research has demonstrated that there is a correlation between struggling readers and poor vocabulary knowledge skills. In this quasi-experimental study 53 fifth and sixth grade struggling reader in a low socioeconomic suburban school district were assigned to one of three treatments designed to improve their knowledge of 30 high frequency words by: 1) a word-mapping treatment in which students focused on the definition, synonyms, a sentence and drawing to illustrate the meaning of the targeted words; 2) a guided reading treatment in which students were presented with four different reading passages and asked to focus on and define the targeted words; and 3) a control treatment in which the district-wide use of flashcards drill and practice were used to learn words from the high frequency list. Students completed pre-tests and four week delayed post-tests after the treatment on each of five measures. Sentence construction was tested after the treatments were completed. Analysis of Covariance and correlated t-tests were done to investigate two questions: 1) Considering each treatment on its own, did word mapping, guided reading and flashcards treatments have a significant effect on vocabulary knowledge, comprehension, word recognition, fluency, sentence completion and sentence production; 2) Were there significant differences among the word mapping , guided reading and flashcard treatment groups? There were significant differences at the post-test among the three groups for word recognition and fluency.
Temple University--Theses
8
Fishley, Katelyn M. "Effects of GO FASTER on Morpheme Definition Fluency of High School Students with High Incidence Disabilities." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1311904390.
Full text
9
Saluke, Jessica Mary. "The Comparative Effects of Independent and Whole Class Active Student Response on Students’ Vocabulary Achievement in a High School Social Studies Class." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531220368893987.
Full text
10
Bauer, Lisa. "GREat Physics: Feasibility Analysis of a Paper Flashcard Business Model." Case Western Reserve University School of Graduate Studies / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=case1279909226.
Full text
11
Kurz, Terri L., H. Bahadir Yanik, and Jorge Garcia. "Helping a Young Child Connect Fact Family Addition and Subtraction using Tools." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80491.
Full textAbstract:
In order to help children become effective at addition and subtraction, it is important to provide them with an opportunity to investigate and discover the interconnectedness of the two operations. Fact families are one method teachers use to try and help children develop and understand how the operations relate to one another. This paper documents a strategy that was used with a seven year old boy to help him connect addition to subtraction. The strategy incorporated flash card tools to help him create logical problems to discover the mathematical relationship of fact families. With just a few trials, the child was able to create and explain problems that demonstrated the interconnectedness of fact families through addition and subtraction. The model was successful in helping the child advance his understanding. Additionally, it can be extended to more complex addition and subtraction problems as well as multiplication and division
fact families.
12
Eveleigh, Elisha Lynn. "Examining Instructional Efficiency among Flashcard Drill and Practice Methods with a Sample of First Grade Students." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1274980972.
Full text
13
Loewer, Aaron J. "The Effect of an Ambient Olfactory Intervention on Time-on-Task and Performance During Participant Interaction with an Electronic Flashcard System." DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/241.
Full textAbstract:
The purpose of this study was to measure the influence of an ambient peppermint aroma on participants' time-on-task and performance while using FACTOR, an open-source e-Learning application. I proposed time-on-task was moderating between olfactory stimulation and performance.
A 2x2 research design measured interaction of group (nonscented, scented) and gender of participants (N = 65). The learning content consisted of 28 African countries. Two methods for measuring time-on-task were employed: participant self-report at six learning intervals, and second, video recordings captured by, and stored on each participant's computer.
Independent samples t tests were used to measure group and gender differences in time-on-task and performance. Relationships between time-on-task and performance were assessed using bivariate correlation and were reported as r values.
Time-on-task differences between groups were not significant but garnered ES =.53. After 24 minutes of learning time, control females spent more time-on-task than control males (ES =.71), which was a statistically significant result.
There was a weak to almost neutral correlation between time-on-task of all participants and performance (r =.1) where controls showed a weaker relationship (r =.05) than treatments (r =.26). The correlation between observed time-on-task and posttest performance was neutral for controls (r = .008) but moderate for treatments (r =.38). During the 40-minute learning session, the relationship between observed time-on-task and performance was r =.04 (females) and r =.55 (males), which was statistically significant.
When examining time-on-task at the six measured intervals, the relationship with performance was strongest for treatments after 16 (r =.39) and 24 (r =.39) minutes of learning time. The direct influence of olfactory stimulation on performance was weak as the peppermint scent had a greater influence on time-on-task. Significant differences and notable effect sizes were not achieved by examining these variables.
Analysis of the entire model showed the variables (condition, time-on-task, performance) were weakly correlated (r =.19) and that only 4% of the variance in the model was explained by its variables. As such, I failed to reject the null hypothesis, which was that time-on-task did not act as a moderator between condition and performance.
14
Johansson, Maj-Gun. "Datorträning i läsflyt och stavning : analys och utvärdering av fixerad och resultatstyrd flash-cardexponering." Doctoral thesis, Umeå universitet, Psykologi, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-30480.
Full textAbstract:
During the last decade new attention has been paid to reading fluency. One reason might be that training studies often have failed to provide growth in reading rate in spite of the fact that the accuracy problem was remediated. Recent research has also indicated that, in languages with a consistent mapping between graphemes and phonemes, automatization of decoding processes are more difficult to reach than aquiring accurate decoding skills. Several studies have found that computer-based flashcard training seems to be a productive way to develop reading fluency. The aims of this thesis are partly to replicate some of the previous studies with time pressured exposure and partly to examine whether the condition with time pressure is more effective than the flashcard condition with fixed exposure duration. In the time pressure condition, the exposure duration was varied as a function of accuracy. This thesis reports one main study and two case studies. The participants in the main study were 17 males and 11 females between the ages of 11 and 17. All of them were poor readers, scoring below the 11th percentile on standardized reading test for their age group. The two participants of the first case study were the poorest readers of all. Their decoding strategies differed greatly. The younger of them, a slow reader in the fourth grade, can be seen as “a speller” with most impairment in the orthographic processing and the older, a quick reader in the fifth grade, can be seen as “a guesser” with most impairment in the phonological processing. The four participants in the second case study were moderately poor readers between the ages of 12 and 14. Each participant practiced the two different conditions of the computer-based flashcard training with spelling response in sessions about twenty minutes long twice to three times a week during three to four months. Teacher-controlled tuition was only given in some pre-sessions. According to the online results, all participants in both of the exposure conditions were capable of keeping the accuracy at a high level, i.e. fluent reading was expected to be developed. A battery of silent and oral reading tests and spelling-to-dictation tests was used in pre-, middle- and posttest. Both accuracy and rate were measured in reading. Except for “the speller” in the first case study, significant improvements were found on all tests for both conditions. The best progress was during the first training period independent of condition. Positive effects were found for both trained and untrained material and for words and pseudo-words. The reading progress has in general been better than the average student usually develops during the same time. The students reported the time pressured condition as being more effective and motivating but no significant difference was found between the two conditions in the pre- to posttests.
15
Hsu, Yao-kun, and 許耀坤. "The evaluation of memory ability base on flashcards exercise." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/32653994069935238684.
Full textAbstract:
碩士東吳大學
資訊管理學系
100
The focus of education, for teachers, is on the instructional content and methods, while for students, is the learning effectiveness. The students must have good learning capabilities in order to enhance the learning effectiveness. The learning capabilities include logic, inference and memorization, among which, the capability of memorization is mostly concerned by the public. The memory capability is commonly measured by written scales, and the outcomes are calculated manually. This study aims to measure the memory capability by computer-assisted instruction, collection and data analysis. Thus, the users can recognize their memory and extend the time of memory by the strategy of repetitive learning. In this study, the content of the flash cards of vocabulary is based on Ministry of Education has decreed 1200 vocabulary in Grade 1-9 Curriculum Guidelines as the teaching materials of database. The source of the pictures on the flash cards is from free picture gallery on the website everystockphoto. After constructing the website system, by the subjects’ use, this study examined whether the memory capability measured by the system matches the normal distribution, whether the teaching materials are suitable for the children’s levels, and whether the adjustment of learning order can enhance the subjects’ learning. According to analysis of experiment result, the distribution of the subjects’ scores is normal and in teaching materials, 25% flash cards show the familiar vocabularies for the subjects. Based on the statistics of the responses, the adjustment of learning order enhances the subjects’ learning. This study expects that the constructed system can serve as the prior system of e-book recommendation. In the reading, the learning can be examined and daily learning can be adjusted.
16
Fernandes, Tiffany Dantas. "Tradução de expressões idiomáticas chinesas para aplicações de flashcards na VocApp." Master's thesis, 2020. http://hdl.handle.net/1822/70248.
Full textAbstract:
Relatório de estágio de mestrado em Estudos Interculturais Português/Chinês: Formação, Tradução e Comunicação EmpresarialO presente relatório tem como foco o estágio curricular de cinco meses realizado na empresa polaca VocApp, no âmbito do Mestrado em Estudos Interculturais Português/Chinês: Tradução, Formação e Comunicação Empresarial da Universidade do Minho e visa descrever a minha experiência como tradutora na mesma. No relatório apresento algumas teorias e informações que têm como objeto de estudo a tradução nas suas diversas formas, aplicando-as à tradução de provérbios chineses e portugueses e expressões idiomáticas, a serem aprendidas através de flashcards. Serão também apresentadas outras atividades desenvolvidas ao longo do estágio, sendo estas a criação de descrições de marketing, a pesquisa de palavras-chave e descrições de SEO - Search Engine Optimization, que permite a uma empresa aparecer na primeira página dos motores de busca, a revisão de cursos da aplicação e por fim trabalhar com JSGF – Java Speech Grammar Format, uma representação textual de gramáticas usada para gerar diferentes variações de descrições SEO. Para além disso, são não só analisados a metodologia de tradução, recursos e ferramentas utilizadas, como também problemas encontrados durante o processo de tradução.
The present report focuses on the curricular internship held at the polish company VocApp, within the framework of the Master’s Degree in Portuguese/Chinese Intercultural Studies: Translation, Training and Business Communication of Minho University and aims to describe my experience as a translator there. In the report I present a few theories and information related to the various forms of translation, applying them to the translation of Chinese and Portuguese proverbs and idiomatic expressions, which are to be learned by means of flashcards. Other activities developed throughout the internship, such as creating marketing descriptions, keyword research and SEO descriptions – Search Engine Optimization, which allows a company’s website to appear on the first page of search engines, reviewing courses published on the application, as well as working with JSGF – Java Speech Grammar Format, a textual representation of grammars used to generate different variations of SEO descriptions, are also described. In addition to this, the translation methodology, resources and tools used, as well as difficulties and problems encountered during the translation process are analyzed.
本实习报告着重介绍本人在波兰VocApp（百词卡）公司进行的为期五个月的实习， 中葡跨文化研究：翻译，教育和企业交流硕士学位课程的一部分，目的是在个人感兴 趣的领域尝试专业实践，为将来的职业发展谋求机会。 报告的主要内容是描述本人在此期间的翻译经历，从不同的翻译模式和理论 出发， 试图分析本人在翻译抽认卡中汉语谚语和葡萄牙语惯用语的一些实践。 报告还介绍了实习期间的其它活动，其中包括创建用于市场推广的产品介绍、关 键字研究、SEO 描述、应用课程核查以及使用编程JSGF（Java 语音语法格式）等。 此外，还分析了翻译方法，所用资源、工具以及翻译过程中遇到的困难和问题。
17
HUANG, PO-CHIA, and 黃柏嘉. "An Exploratory Study on Elementary Students' English Vocabulary Learning with Digital Flashcards." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/69664k.
Full textAbstract:
碩士國立高雄第一科技大學
應用英語系應用語言學與英語教學碩士班
106
The present study aimed to explore English as a foreign language (EFL) elementary school students’ experiences of intentional vocabulary learning with the mediation of a digital flashcard tool in a self-study setting. More specifically, this study adopted a web-based flashcard system, Quizlet, as a Computer Assisted Vocabulary Learning (CAVL) tool through which the students were required to complete an intentional vocabulary learning task as repetition drills at home over four weeks. The data sources of this study included the weekly vocabulary learning logs, the vocabulary learning tests, the vocabulary learning questionnaires, and the individual interviews. The collected data was analyzed using methods of statistical analysis and content analysis. The results revealed that the students who used Quizlet more frequently saw greater gains in vocabulary learning, and a significant correlation between the students’ frequency use of digital flashcard and their vocabulary gains was found. Furthermore, the students had positive attitudes toward using digital flashcards in a self-study setting, and the major benefits of using Quizlet expressed by the students were the various functionalities of the tool, ease of use of the tool, and language learning potential of the tool. Taken together, the findings of this study provide insights for language educators with regard to EFL students’ use and evaluation of learning vocabulary intentionally with the proposed digital flashcard tool. Keywords: Computer Assisted Vocabulary Learning (CAVL); Intentional Vocabulary Learning; Digital Flashcards; English as a Foreign Language (EFL)
18
Chang, Nai-Nu, and 張乃女. "Effects of Mind Mapping, Flashcards, and Wordlists on Fifth Graders’ Vocabulary Learning." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/43538540622243717581.
Full textAbstract:
碩士國立屏東大學
應用英語學系碩士班
105
The experimental study aimed to explore the effects of mind mapping, flashcard, and wordlist on fifth graders’ English vocabulary learning. The study employed an experimental research design, which involved three homogeneous intact classes (fifty-nine fifth graders) randomly assigned to mind mapping, flashcard, and wordlist groups. The three groups received the mind mapping, flashcard, and wordlist treatments respectively for ten weeks. Data obtained from the pretest, three immediate quizzes, three delayed quizzes, posttest, classroom observation, questionnaire, and follow-up interview were collected to understand the participants’ performance of vocabulary learning, classroom contextuality, and their perceptions of the three teaching aids. The results showed: (a) there was no significant difference among the three groups on the three immediate quizzes, (b) wordlist group significantly outperformed flashcard and mind mapping groups on word spelling and reading on the posttest, (c) wordlist group retained significantly more vocabulary than flashcard and mind mapping groups on word spelling and reading on the delayed quizzes, (d) different classroom contextuality among the three different groups was found: wordlist group paid more attention on vocabulary learning, flashcard group learned vocabulary actively, and mind mapping group had learning anxiety in thinking about the related words, (e) most participants had a positive attitude toward the three teaching aids. Based on the findings, pedagogical implications and suggestions for future studies were discussed and proposed.
19
Santos, João Paulo Cruz dos. "Uso dos Flashcards para o aumento da motivação (compreensão da gramática) na aprendizagem de uma Língua Estrangeira: será que os flashcards podem facilitar a apresentação e prática de gramática?" Dissertação, 2011. https://repositorio-aberto.up.pt/handle/10216/57051.
Full text
20
Santos, João Paulo Cruz dos. "Uso dos Flashcards para o aumento da motivação (compreensão da gramática) na aprendizagem de uma Língua Estrangeira: será que os flashcards podem facilitar a apresentação e prática de gramática?" Master's thesis, 2011. https://repositorio-aberto.up.pt/handle/10216/57051.
Full text
21
Chang, Shu-chieh, and 張淑婕. "The influences of Dialogic Reading and Flashcards Readingon Children’s Reading Ability and Interest." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/39813771491485471002.
Full textAbstract:
碩士國立臺南大學
幼兒教育學系碩士班
101
This study discusses the influence of "Dialogic Reading" and "Flashcards Reading" on the reading ability and interest of children. The research method the study applies is "pretest-posttest control group design". The object of study is 28 children of the top class in a public kindergarten in Tainan City. They were divided randomly into the experimental group and the control group. A week before the experiment, the children of these two groups received the pretest of PPVT-R (Peabody Picture Vocabulary Test-Revised) Form L, Preliminary Graded Chinese Character Recognition Test, target words in sketchbook test, and reading attitude test. The experiment lasted for ten weeks. A week later after the experiment, the children of two groups received the posttest of the four tests given above and story comprehension test in order to know the difference between the pretest and posttest of vocabulary comprehension, story comprehension, characters recognition ability and reading interest. One and a half months later, a tracking test of the five tests above was applied for the difference of abilities listed above that the children in these two groups had and for whether the test results possessed continued influences. The data was collected and analyzed by means of ANCOVA, t-test. The study results are as follows: 1. The flashcard group improved recognizing characters in sketchbooks, which was better than the dialogic group and the influence continued. 2. The flashcard group improved recognizing Chinese characters better than the dialogic group, but it had no continuous influence. 3. The dialogic group improved vocabulary comprehension better than the flashcard group and the influence continued. 4. The dialogic group improved story comprehension ability better than the flashcard group and the influence continued. 5. The dialogic group improved reading interest better than the flashcard group and the influence continued.
22
Pan, Szutsun, and 潘思存. "Effects of Sight Word Instruction via Flashcards on EFL Elementary School Students’ Word Recognition." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/51053282705049232636.
Full textAbstract:
碩士國立中正大學
外國語文研究所
99
The study aims to investigate the effects of the sight word instruction on EFL elementary school students’ word recognition. Eighty-two fifth-graders with an equal entry level were assigned randomly into two groups: word-only group and picture-word group. They were also identified as either high or low achievers on the basis of their school test scores. Students in both groups received the same instruction, except the use of flashcards with different characteristics. The sight word instruction lasted for 12 weeks. Data obtained from the pretest, background questionnaire, quizzes, posttest, delayed posttest, follow-up questionnaire and interviews were analyzed to understand the participants’ performance of word recognition and word retention as well as their perceptions of sight word instructions. Statistical analysis first indicated that both ways of sight word instructions positively affected EFL elementary school students’ word recognition. However, the students receiving the picture-word instruction performed significantly better than their counterparts in the word-only group. Second, while different sight word instructions yielded similar effects on the high achievers, the low achievers benefited more from the picture-word instruction. Thirdly, according to the delayed posttest, the picture-word group retained significantly more sight words than the word-only group. Finally, data from questionnaire and interviews showed that the participants had a positive attitude toward the sight word instruction. However, it seemed that the picture-word instruction was favored by the participants of both groups. Based on the findings, pedagogical implications were discussed and further studies proposed.
23
Weng, Tzu-Huang, and 翁慈凰. "The Influence of Using LINE-Enhanced Ankidroid Flashcards on Learners’ Intentions to Study Vocabulary." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/ydzs9g.
Full textAbstract:
碩士國立高雄應用科技大學
應用外語系暨英語專業溝通與教學科技碩士班
104
With the pervasion of smart mobile devices, mobile-assisted language learning (MALL) has been moved into the next new stage. The potential of smartphone applications (apps) and the impact brought forth by apps cannot be underestimated. The study aimed at discovering whether the implementation of combining two apps, an e-flashcard (Ankidroid Flashcards) and a social networking mobile messenger (LINE), had an influence on learners’ intentions for vocabulary learning. The questionnaire was created and administered after three-week use of apps. 100 valid questionnaires were collected and analyzed using the partial least squares (PLS) method. Based on the data analysis performed by the Smart PLS, the results revealed that the implementation had a significant influence on learners’ intentions. Further, the study has concluded that (a) although Ankidroid Flashcards was not easy to use, learners’ intentions to study vocabulary were still positively influenced by other technology acceptance variables such as usefulness and convenience, (b) the construct of recall design in terms of active recall testing and spaced repetition demonstrated the most significant variables to influence learners’ intentions, and (c) the interaction in LINE groups supportively brought influence on learners’ intentions. Overall, the findings can contribute to future designs of apps, can serve as a reference for educators and MALL researchers, and can encourage learners with app-assisted self-learning.
24
Yang, Ya-Ching, and 楊雅晶. "An Action Research on Scenario Picture Flashcards That Improve the English Listening and Speaking Learning." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/856v7a.
Full textAbstract:
碩士臺北市立大學
視覺藝術學系碩士在職專班
106
Keywords: English scenario, picture flashcards, English listening and speaking The study examines the effect of “Senerio picture flashcards” on English listening and speaking. The students are third graders from the class 301 and 302 in San-Ming Elementary School in Taipei City. The students are divided into two groups. The class 301is experimental group, adopting “Senerio picture flashcards”, compared to the class 302, the traditional vacbulary-picture flashcards. The action reserch will have been held for 8 weeks, two times a week and 40 minutes per section. Achievement tests after class, questionnaires of English flashcards to boost the students’ learning interests and pre-test evaluation are conducted and gathered. The aims of the reserch are the followings: (1) To discuss the influence of senerio picture flashcards in English class on the students’ listening and speaking learning. (2) To see if senerio flashcards would be able to induce students’ interests in English learning. (3) To discuss the students’ thoughts on senerio picture flashcards for English listening and speaking learning. The main results are the followings: (1) The listening achievement tests: (1.1) In the easier lesson 2, the achievement tests of the control group perform well; in the lesson 3- the most difficult one, the achievement tests of the control group plummet. (1.2) The experimental group uses the scenario flashcards in lesson two and lesson three, which indicates the results that the score is stable and students steadily make a progress on the learning achievement. (2) The speaking achievement tests: (2.1) In the easier lesson two, the test scores of the control group rise and perform well; while the lesson three- the most difficult one, the test scores changed rapidly, and the score of the lesson three is lower than that of the lesson two. (2.2) The experimental group uses scenario picture flashcards in both of the lesson two and lesson three, the results show that the score is stable. (2.3) For the most dificult one -lesson three, the experimental group scores significantly higer than the control group. (3) Influence of scenario picture flashcards on English learning Interest (3.1) Using scenario picture flashcards is to help you become interested in learning English. (3.2) Using scenario picture flashcards is to help you better understand the meaning of sentence patterns. (3.3) Scenario picture flashcards in English learning represent substantial value.
25
Silva, Cláudia Andreia Espírito Santo. "Tradução de expressões idiomáticas para chinês: um caso na VocApp." Master's thesis, 2020. http://hdl.handle.net/1822/65821.
Full textAbstract:
Relatório de estágio de mestrado em Estudos Interculturais Português/Chinês: Tradução, Formação e Comunicação EmpresarialO presente relatório tem como foco o estágio curricular realizado na empresa de flashcards VocApp, no âmbito do Mestrado em Estudos Interculturais Português/Chinês: Tradução, Formação e Comunicação Empresarial da Universidade do Minho. Neste relatório será abordado a tradução e os processos de tradução na criação dos cursos de flashcards, especificamente no que toca à tradução do chinês para o português. Serão também debatidos quais os problemas encontrados na tradução automática (TA) e o papel da sensibilização cultural na tradução. Por fim, serão analisadas quais as estratégias que se enquadram melhor na tentativa de tradução de expressões idiomáticas portuguesas para o chinês
This report focuses on the curricular internship held at the VocApp flashcard company, as part of the master’s degree in Portuguese/Chinese Intercultural Studies: Translation, Training and Business Communication at the University of Minho. This report will cover translation and translation processes while creating courses of flashcards, specifically, regarding from Chinese to Portuguese translation. The issues founded by using machine translation (AT) and the role of cultural awareness in translation will also be discussed. Finally, it will be analyzed which strategies best fit the attempt to translate Portuguese idiom expressions to Chinese.
本报告将结合我在VocApp 抽认卡公司实习经历，重点介绍我在米尼奥大学进 行的中葡跨文化研究。本报告将阐述在创作教学抽认卡过程中的翻译流程，特别是 中葡双语互译。 同时，机器翻译的问题以及文化意识在翻译环节所起到的作用也将给予讨论 最后，对于哪些策略更适合将葡萄牙语习语翻译成汉语将给予分析。
26
Chang, Chia-Yen, and 張佳燕. "Research on Utilizing a Flashcard-Based Facebook Game to Facilitate Junior High Students' Vocabulary Retention." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/84499779235918418908.
Full textAbstract:
碩士亞洲大學
資訊工程學系碩士在職專班
103
English learning has been important in the curriculum in Taiwan. Among the skills of learning English, vocabulary is essential because it is the foundation of mastering a language (Smith et al., 2013). In addition, it is a mainstream that students need to take an active role in learning (Berns et al., 2013). Scholars have promoted the effectiveness of using flashcards in teaching vocabulary (e.g.,Wang, 2006). On the other hand, recently, scholars pay more and more attention to the effects of game-based learning since it provides students with motivation and achievement (e.g., Thorne, Fischer, & Lu, 2012). Therefore, this study aimed to investigate the effects of game-based learning for junior high students in their vocabulary acquisition compared with conventional flashcard teaching. The computer game applied in this research was the Criminal Case (CC) Facebook Game, which was a hidden-object and task-based game in which the students were asked to find clues and solve the crimes. The experimental group and control group both consisted of 30 7th graders respectively in Taiwan, 2014. Both groups took the pre-test before the research and showed no significant difference in learning performances. The research proceeded for 8 periods of classes. At the end of the study, both groups took the post-test. Besides, the participants of the experimental group finished both quantitative and qualitative questionnaires to show their perceptions toward the game. The results showed that a) participants with game-based vocabulary learning significantly outperformed participants with traditional flashcard teaching, b) the students of the experimental group had high learning motivation through CC, c) the learners of the experimental group underwent low cognitive load via CC, and d) the respondents highly accepted CC as a useful and user-friendly tool for learning English vocabulary. Finally, some suggestions for further research were displayed for integrating computer games into the English curriculum and improving junior high school students’ vocabulary learning and motivation.
27
Gomes, Mariana Arrais Antunes. "Processo de criação e tradução de aplicações informáticas para o ensino do chinês." Master's thesis, 2020. http://hdl.handle.net/1822/67008.
Full textAbstract:
Relatório de estágio de mestrado em Estudos Interculturais Português / Chinês: Tradução, Formação e Comunicação EmpresarialO presente relatório encontra-se dividido em três capítulos. Primeiro, começa-se por dar a conhecer a instituição que acolheu o estágio, a empresa VocApp, que se situa em Varsóvia, Polónia. Referindo o seu regulamento interno, a adaptação a novas culturas e a aplicação criada pela empresa. De seguida, fazse uma descrição do trabalho realizado durante os quatro meses de estágio, com foco no ensino do Chinês Língua Estrangeira através de flashcards, explicando todo o processo de criação e de tradução de lições e cursos para o ensino de chinês, identificando algumas dificuldades encontradas, assim como, alguns aspetos a ter em conta. Por último, faz-se uma introdução às novas tecnologias disponíveis para a aprendizagem de línguas estrangeiras, em especial para a aquisição da língua chinesa, dando a conhecer várias aplicações informáticas existentes no mercado. Análise de um questionário realizado sobre a aprendizagem de línguas estrangeiras através de aplicações informáticas destinadas ao ensino de línguas.
This report is divided into three chapters. First, it starts by presenting the institution that hosted the internship, the company VocApp, which is located in Warsaw, Poland. Mentioning the company’s internal regulations, the adaptation to new cultures and the application created by the company. Then, there is a description of the work done during the four-month internship, focusing on teaching Chinese as a foreign language through the use of flashcards, explaining the whole process of creating and translating language lessons and courses for Chinese teaching, identifying some difficulties encountered as well as some aspects to take into account. Lastly, new technologies available for foreign language acquisition are presented. Introducing several online applications in the market. Analysis of a survey made on foreign language learning through the use of language learning applications.
本实习报告分为三章。首先介绍了实习的主办机构，位于波兰华沙的VocApp 公司。其 次，提及公司的内部规章制度、对新文化的适应及其创建的应用程序。紧接着，介绍 了本人在四个月实习期间内的工作，重点是通过使用抽认卡进行对外汉语教学，阐述 了语文课程的创编和翻译的全过程，并指出该过程中遇到的一些困难和应注意的几个 方面。最后，本文介绍了可用于外语习得的新技巧以及当前市场上的几种在线应用程 序，并尝试分析了一项关于外语学习中运用语言学应用的调查。
28
Ko, Yun-Chu, and 柯勻筑. "A Comparative Study of Effects of Three Flashcard Methods on EFL Young Learners’ Sight Words Recognition, Retention, and Generalization." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/73617484202777726491.
Full textAbstract:
碩士國立彰化師範大學
兒童英語研究所
104
Sight words play an essential part in reading development, and the development of sight words can be effective in enhancing reading fluency, reading comprehension, and reading success (Burns, Dean, & Foley, 2004; Good, Johnsrude, Ashburner, Henson, Friston, & Frackowiak, 2001). According to Kupzyk, Daly, Melissa, and Andersen (2011), flashcard method, a convenient, simple format for presenting items out of context, enables learners to learn sight words effectively. Results of previous studies have revealed the respective effectiveness of applying traditional flashcard method, picture-supported flashcard method, or incremental flashcard method on enhancing sight words learning (Joseph & Nist, 2006; MacQuarrie, Tucker, Burns, & Hartman, 2002; Maher, 2008; Pan, 2011; Volpe, Mule, Briesch, Joseph, & Burns, 2011). However, no comparative study has been conducted to compare the effectiveness of these three flashcard methods in enhancing young learners’ sight words recognition, retention, and generalization in L1, ESL, and EFL contexts. Therefore, the aim of this study was to compare the effectiveness among these three flashcard methods for enhancing EFL young learners’ sight words recognition, retention and generalization. The participants were three homogeneous fourth-grade classes from two elementary schools (N = 62) randomly assigned to receive the traditional flashcard instruction, the picture-supported flashcard instruction, or the incremental rehearsal flashcard instruction. The three groups received 35-minute sight words instruction per week, and the entire experimental instruction lasted for eight weeks. 56 sight words were used as the teaching and testing materials. The instruments included a vocabulary proficiency test, two pretests for sight word recognition and generalization, and three posttest for sight words recognition, retention, and generalization. Three versions of questionnaires were also administered to assess the participants’ learning attitudes toward the respective treatment. Results showed that the traditional flashcard method, the picture-supported flashcard method, and the incremental rehearsal flashcard method were all significantly effective in enhancing the EFL young learners’ sight words recognition, retention, and generalization. With regard to sight words recognition, the participants received the incremental rehearsal flashcard instruction outperformed the other two groups, while the picture-supported flashcard method was shown to be the most effective method for enhancing the learners’ sight words retention. In terms of sight words generalization, the incremental rehearsal groups scored higher than the other two groups. However, there was no significant difference among the three groups. It’s likely due to the fact that the target words embedded in sentences of the generalization test are difficult for them and thus they need more time to practice those words. With regard to the results of the questionnaires, there was significant difference on their perceptions toward the effectiveness of the different types of sight words instruction. Among the three groups, the mean scores of the PS group were significantly lower than the mean scores of the other two groups. However, for the most parts, the participants in the three groups held positive attitudes toward the respective flashcard instruction each group received. Based on the findings, EFL elementary school English teachers are suggested to either choose the picture-supported flashcard method or the incremental rehearsal flashcard method to teach English vocabulary words. Furthermore, teachers can even try to combine the two types of flashcard methods for enhancing learners’ sight words acquisition to achieve both short-term and long-term memory retention. Future studies are also suggested to prolong the duration of instruction.
29
Krump, Ondřej. "Využití počítačem zprostředkovaného procvičování učiva ve výuce biologie na gymnáziích." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-373066.
Full textAbstract:
Growing knowledge in the field of cognitive science can significantly improve the way we learn. Several methods and principles are being repeatedly confirmed by numerous studies as effective for learning. They include spaced repetition, test-enhanced learning, and desirable difficulty principle. With the continual spreading of ICT technologies, diverse software is being developed as well, some of which more and some of which less successfully employs the methods and principles outlined. Memrise, Purpose Games and Drill and Skill, web platforms which are examined in this thesis, belong to this software family. In the first phase, i conducted several interviews with teachers who were using Drill and Skill as part of their science teaching at elementary schools and a junior grammar school (all of them were teaching children approx. 11-15 years old). After this, i worked with a class from a grammar school (age around 16). i made several groups of educational games to help the students practice the topics studied in their biology lessons. Each group of games was reviewed during a group interview. Recordings from these interviews as well as from the interviews with the teachers were transcribed and these transcripts underwent qualitative analysis, which is an important part of the thesis. Drawing on all...