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1
Gyamfi, George, and Panida Sukseemuang. "Effect of Tell Me More on EFL undergraduate students’ English Language achievement." Open Praxis 9, no. 4 (2017): 449. http://dx.doi.org/10.5944/openpraxis.9.4.724.
Texte intégralRésumé :
This descriptive study aimed at finding the impact of Tell Me More (TMM), an online language-learning program, on English as a foreign language (EFL) undergraduate learners’ achievement in a University in Thailand. The study also looked at whether the time of use of TMM had an effect on learners’ achievement. Data was collected from the scores of students at four proficiency levels who did the placement, progress and achievement tests in the TMM program for the 2015 academic year. The analysis of the data indicated an improvement in English language achievement for the beginner and advanced proficiency levels after the use of the TMM program. However, TMM did not have any effect on students of intermediate+ and intermediate proficiency levels. The ANOVA and pairwise comparison analysis revealed a significant difference between the proficiency levels. The analysis of the time on task was striking. It raises concerns about the use of time as the sole indicator for assessment. The findings suggest that learning goals and assessment have the capacity to influence the use of computer-assisted language learning technologies. The study therefore will guide instructors on how to design curriculums for autonomous online learning and improve ways of assessment.
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Schetz, Katherine F. "An Examination of Software used with Enhancement for Preschool Discourse Skill Improvement." Journal of Educational Computing Research 11, no. 1 (1994): 51–71. http://dx.doi.org/10.2190/237d-t6cg-8d8h-dwpd.
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The purpose of this study was to determine whether commercially available software used with enhancement could improve discourse skills in Head Start students over improvements obtained without enhancement, and over improvements of ordinary classroom instruction. Head Start students ( N = 93) in the software conditions received instruction over three months. Pretest/posttest scores on the Preschool Language Assessment Instrument of the seventy-eight students who completed the program were analyzed with a 3 × 2 repeated measures analysis of variance (ANOVA). No statistically significant differences were found for treatment. A significant difference was found for time. A 3 × 2 analysis of variance with the first factor treatment group and the second factor level of functioning (high/low) was also computed. There was no significant main effect for treatment. However, a significant main effect on the PLAI I score for low functioning students was found in both computer training conditions. Suggestions for future research are provided.
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Al-Qudah, Fatima Zaki Mohammad. "Improving English Pronunciation Through Computer-Assisted Programs In Jordanian Universities." Journal of College Teaching & Learning (TLC) 9, no. 3 (2012): 201. http://dx.doi.org/10.19030/tlc.v9i3.7085.
Texte intégralRésumé :
The purpose of this research is to investigate the effect of using computer- assisted programs for teaching English pronunciation on students' performance in English Language pronunciation in Jordanian universities. To achieve the purpose of the study, a pre/post-test was constructed to measure students' level in English pronunciation. The sample of the study consisted of 149 third year students; (73) male students and (76) female students from Al Zaytoonah university during the second semester of the academic year 2010/2011. The subjects of the study were distributed into two groups (experimental and control). The experimental group was trained on English pronunciation using computer-assisted program while the control group was trained using the printed material. Descriptive statistical analyses were used (means and standard deviation) for the pre and post- tests of students' English pronunciation. Comparison statistical methods were used (Two Way ANOVA) analysis of variance to make a comparison between the control and the experimental groups and gender variable (male and female). The findings of the study indicated that there were statistically significant differences in the post- test between the control and the experimental groups in favor of the experimental group, and there was no statistically significant difference in the students' performance due to gender.
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Alghazo, Emad M., Sumaya Daoud, and Jamal Hassan Abu-Attiyeh. "Breaking Sound Barriers: Cultivating Expressive Language in Children with Hearing Impairment Through a Computer-Based Intervention Program." World Journal of English Language 14, no. 3 (2024): 284. http://dx.doi.org/10.5430/wjel.v14n3p284.
Texte intégralRésumé :
The aim of this study was to assess the effectiveness of a linguistic educational program in improving expressive language skills among individuals with mild hearing impairment in the UAE. To achieve this goal, the researchers designed a computer-based program that targeted expressive language abilities in children with language disorders. The study recruited 30 children who were randomly assigned to either an experimental group, who received the computer-based program, or a control group, who underwent traditional training methods at centers. After conducting an analysis of covariance (ANCOVA), the data showed that the experimental group exhibited noteworthy enhancements in expressive language skills compared to the control group. Moreover, the statistical analysis unveiled that the academic level (grade) had a significant influence on the results, with the third level demonstrating the most substantial progress. However, gender did not appear to have any impact on the findings. Ultimately, the results were thoroughly reviewed and deliberated, culminating in the formulation of a set of recommendations.
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Ma, Guo Qiang, and Xiao Juan Wang. "An Efficient Algorithm Optimization of CT Images Segmentation Based on K-Means Clustering." Applied Mechanics and Materials 530-531 (February 2014): 386–89. http://dx.doi.org/10.4028/www.scientific.net/amm.530-531.386.
Texte intégralRésumé :
Computer tomography image (CT Image) segmentation algorithms have a number of advantages. However, most of these image segmentation algorithms suffer from long computation time because the number of pixels and the encoding parameters is large. We optimized the k-means clustering program with MATLAB language in order to improve the efficiency and stability of k-clustering algorithm in CT image segmentation. One hundred CT images are used to test the proposed method code and compare with the k-means function of the MATLAB R2012a Statistics Toolbox. We analyzed the difference of the two kinds program running time using single factor analysis of variance (ANOVA) and observed the efficiency and robustness of the segmentation results. The experimental results show that the optimized k-means clustering algorithm code has higher efficiency and robustness of segmentation. High performance of the proposed k-means clustering program is illustrated in terms of both the evaluation performance and computation time, compared with some current segmentation methods. It is empirically shown that the proposed k-means clustering program is robust and efficient for CT images segmentation.
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Hamad, Ali Ahmad Bani. "The Impact of Providing Computer Language Experience on the Reading Readiness among Preschool Children." Modern Applied Science 12, no. 7 (2018): 27. http://dx.doi.org/10.5539/mas.v12n7p27.
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This study aim to identify the effect of computer literacy on reading readiness among preschool children. The study sample consisted of (49) preschool children studying at the First University Kindergarten distributed into to two groups: experimental and control. The language experience of the experimental group was presented to students through using the computer for two years. A program has been designed for this purpose using the Multimedia Builder software. In order to answer the study questions, the mathematical averages, standard deviations, ANCOVA and MANCOVA analysis were used. The results of the study showed that there was an effect of computer experience in the six dimensions of reading readiness (visual recognition, auditory distinction, understanding, information, auditory recall, and visual recall) and this effect is related to the group variable. However, there were no statistically significant effect of sex variable over all the dimensions of the Reading readiness scale.
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Golshaie, Ramin, and Arsalan Golfam. "Processing Conventional Conceptual Metaphors in Persian: A Corpus-Based Psycholinguistic Study." Journal of Psycholinguistic Research 44 (June 7, 2014): 495–518. https://doi.org/10.5281/zenodo.13963576.
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Research on the psycholinguistic processing of conceptual metaphors has produced contrasting results in recent years.‎ There have also been criticisms that in experimental studies of metaphor processing, linguistic stimuli are mostly intuition-based and not designed objectively based on the original language use data.‎ To address these issues, we studied the processing of conventional metaphoric expressions in Persian language using corpus data.‎ A reading time experiment was designed to test whether conventional metaphoric expressions activated conceptual metaphors.‎ A corpus of 50 million word tokens was used to study the conventional patterns of metaphoric expressions usages and construct experimental items.‎ Fifty five Persian speakers read a set of scenarios containing non-conventional metaphor, conventional metaphor and non-metaphor expressions on computer and the reading times of the following novel target sentence in each condition were recorded by DMDX stimulus presenter program.‎ Comparing mean reading times using one-way ANOVA revealed that reading target sentence after conventional metaphor scenarios had been significantly faster than non-metaphor scenarios, but slower than non-conventional scenarios.‎ The results show that conventionality has a weakening effect on the strength of metaphoric expressions to activate conceptual metaphors.‎
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Mierzwa, Ewelina. "Foreign Language learning and teaching Enjoyment: Teachers’ Perspectives." Journal of Education Culture and Society 10, no. 2 (2019): 170–88. http://dx.doi.org/10.15503/jecs20192.170.188.
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Aim. The primary objective of the present study was to investigate the level of Foreign Language learning Enjoyment and Foreign Language teaching Enjoyment experienced by foreign language teachers in Poland. The secondary aim of the study was to investigate the sources of FLE from the perspective of FL teachers.
 Methods. The informants of the study were Polish educators teaching foreign languages at different educational levels (from primary to tertiary education). To compute the obtained quantitative data, the statistical program STATISTICA was used. Standard descriptive and inferential statistics were used to report means, median and standard deviation for sociodemographic and baseline characteristics of the sample. The t-Test and one-way ANOVA were used to show mean differences in the score data.
 Results. The results of the study revealed that foreign language teachers experienced a relatively high lvel of both Foreign Language learning Enjoyment) and Foreign Language teaching Enjoyment (FL teaching Enjoyment), regardless of independent variables (e.g. place of residence, level of education, language being taught, the years of experience). The result revealed a significant gender difference in FL learning Enjoyment in favor of females, while there was no gender difference in FL teaching Enjoyment. A qualitative analysis of participants’ emotional experiences in FL classroom confirmed previous research on FLE to a certain degree. That is, FLE is more related to learner-internal and teacher-specific variables than to the behavior of the peers and the atmosphere created in the FL classroom.
 Conclusion. The originality of the present study lies in the choice of a mixed method approach (both of a qualitative and quantitative nature) using a relatively large sample in a field characterized by case studies. To the best of my knowledge, this is the first study on foreign language enjoyment among teachers within the Polish educational context.
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Nezakatgoo, Behzad. "The Effects of Portfolio Assessment on Writing of EFL Students." English Language Teaching 4, no. 2 (2011): 231. http://dx.doi.org/10.5539/elt.v4n2p231.
Texte intégralRésumé :
The primary focus of this study was to determine the effect of portfolio assessment on final examination scores of EFL students’ writing skill. To determine the impact of portfolio-based writing assessment 40 university students who enrolled in composition course were initially selected and divided randomly into two experimental and control groups. A quasi-experimental research design was adopted in this study. In order to appraise the homogeneity of the experimental and control groups Comprehensive English Language Test (CELT) was employed at the beginning of the study. The pre-test was applied to both the experimental group and control group. Later in the study, a post-test of dependent variables was implemented for both groups. Data analysis was carried out by SPSS 16 statistical computer program .The statistical techniques being applied were the Levene statistic of One-Way ANOVA and the Paired-sample T-test. The results of the study revealed that that students whose work was evaluated by a portfolio system (portfolio-based assessment) had improved in their writing and gained higher scores in final examination when compared to those students whose work was evaluated by the more traditional evaluation system (non-portfolio-based assessment).The findings of the present study highlighted the fact that portfolio assessment could be used as a complementary alternative along with traditional assessment to shed new light on the process of writing.
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ELDaou, Badrie, and Farah Jalloul. "The effect of training individuals with mild intellectual disability in scaffolding strategies and computer software on their generalization skills." World Journal on Educational Technology: Current Issues 8, no. 3 (2017): 277. http://dx.doi.org/10.18844/wjet.v8i3.2036.
Texte intégralRésumé :
Abstract 
 
 Objective: The study aimed at investigating the effect of scaffolding strategies as thinking out loud and verbalization of instructions strategies on the generalization skills of language-related concepts in mildly intellectual disabled students.
 Method: Twenty-seven subjects in three treatments were trained in solving a pattern of the Thurston letter series task. Group1 students received language concepts through training in verbal instructions and thinking out loud strategy.
 Group 2 students received language concepts training through computers. Group 3 students received training in language concepts through thinking out loud, verbal instructions and computer software. Pre-training measures to subjects’ chronological age, Verbal Analogies Test and training trials were collected. Training measures pertaining to acquisition, maintenance and generalization of pattern completion tasks were collected. Mean scores and standard deviations were obtained for each dependent measure.
 Results: The treatment effect was studied by a series of one way ANOVAS and a tukey post hoc test, which revealed that there was a significant difference between group1 and group 2, since the difference between the means (m1- m3) = -2.556 and p= 0.000. Also, the difference is shown between group 2 and group 3 since the difference between the means (m2- m3) = -2.333 and p= 0.000 and in both cases p is less than 0.05. Moreover, group 3 had a higher mean (M= 3.89) than group2 (M= 1.56) and group1 (M= 1.33).
 Conclusion: Group 3 had the ability to become self –regulated by solving the untrained letter patterns. Thus, we can conclude that training in scaffolding strategies, such as thinking out loud and verbalization of instruction
 strategies, helped individuals with an intellectual disability to acquire metacognitive strategies. This enabled them to generalize the learning experience and become self-regulated and better problem solvers. Also, using a computer program promoted the use of metacognitive strategies. Once students internalize target strategies, they can transfer these to second language patterns; therefore, it enhances the generalization of learning individuals with an intellectual disability. Recommendations for further research were discussed.
 Keywords: Metacognitive strategies, intellectual disability, language related- concepts, thinking out loud; computer training, verbal instructions, scaffolding strategy.
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Gezgin, Deniz Mertkan, Sedef Mert, Aysima İrem Kesici, and Soner Yıldırım. "Understanding University Students' Intentions to Use Chatbots in Computer Programming Education: A Quantitative Study." Sakarya University Journal of Education 14, Special Issue-AI in Education (2024): 142–58. http://dx.doi.org/10.19126/suje.1426980.
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Recently, the use of artificial intelligence in education is one of the more frequently discussed issues by researchers. Especially the use of artificial intelligence applications called chatbots or artificial intelligence language models in education is increasing day by day. Although the use of chatbots in education is possible for every course, it is observed that students intend to use chatbots as an assistant, an instructor, or a guide, especially in computer programming courses, which are difficult to learn and have complex structures. In this context, the aim of this study is to examine the intention of university students taking computer programming courses to use chatbots in their education. The participants consisted of 413 university students studying at a state university and taking a "computer programming" course in the 2023-2024 academic year. Descriptive statistics, independent sample t-test and one-way analysis of variance (ANOVA) were used to analyse the data. Results have shown that university students indeed possess intentions to use chatbots in computer programming education and this intention is mostly motivated by the performance expectation towards the course. In addition, for the purposes of using chatbots in computer programming education; conceptual understanding, identifying errors in program code and looking up for correct syntactical rules were among the most prominent reasons. In terms of independent variables, while there was no difference in terms of department, income status, device using chatbots, and the role attributed to chatbot by the student, a significant difference was found in terms of gender, grade level, use experience and frequency of chatbots use. According to the study, university students studying programming plan to use chatbots powered by artificial intelligence, and the usage of chatbots in programming education is expected to grow over time in tandem with the advancement of AI technology.
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Saydumarova, Sevara. "ASSESSING B1 LEVEL LEARNERS' WRITING SKILLS THROUGH PORTFOLIO AND ACHIEVEMENT TESTS." Journal of Science-Innovative Research in Uzbekistan 3, no. 4 (2025): 538–46. https://doi.org/10.5281/zenodo.15305407.
Texte intégralRésumé :
The primary focus of this study was to determine the effect of portfolio assessment on final examination scores of EFL students’ writing skill. To determine the impact of portfolio-based writing assessment 40 university students who enrolled in composition course were initially selected and divided randomly into two experimental and control groups. A quasi-experimental research design was adopted in this study. In order to appraise the homogeneity of the experimental and control groups Comprehensive English Language Test (CELT) was employed at the beginning of the study. The pre-test was applied to both the experimental group and control group. Later in the study, a post-test of dependent variables was implemented for both groups. Data analysis was carried out by SPSS 16 statistical computer program .The statistical techniques being applied were the Levene statistic of One-Way ANOVA and the Paired-sample T-test. The results of the study revealed that that students whose work was evaluated by a portfolio system (portfolio-based assessment) had improved in their writing and gained higher scores in final examination when compared to those students whose work was evaluated by the more traditional evaluation system (non-portfolio-based assessment).The findings of the present study highlighted the fact that portfolio assessment could be used as a complementary alternative along with traditional assessment to shed new light on the process of writing.
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Jamshed, Mohammad, Iftikhar Alam, Sultan Al Sultan, and Sameena Banu. "Using artificial intelligence for English language learning: Saudi EFL learners' opinions, attitudes and challenges." Journal of Education and e-Learning Research 11, no. 1 (2024): 135–41. http://dx.doi.org/10.20448/jeelr.v11i1.5397.
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The study investigates EFL (English as a Foreign Language) learners' opinions, attitudes and the challenges of incorporating AI-powered teaching and learning. It also examines how their ideas and attitudes are affected by demographic variables. 258 students were selected using a random sampling method from a population comprising students studying in different levels of programs at the College of Science and College of Business Administration, Prince Sattam bin Abdul-Aziz University, KSA. A questionnaire was self-developed using some modified items from prior studies as the study looks at how certain independent variables (e.g., study level, residential background and parents' educational level) affect the dependent variable (e.g., learners' opinions, attitudes and challenges for AI-powered learning and teaching). The quantitative approach (descriptive quantitative design) revealed that Saudi EFL students held a high level of positive opinions and attitudes towards AI-powered learning. However, the analysis found that many students thought implementing AI-powered learning was challenging. A one-way ANOVA showed no significant difference based on respondents' residential background and parental education. However, respondents differed significantly based on their level or year of study. The study findings will assist administrators and course teachers in using AI-powered technologies to overcome challenges and prepare students for achievement in the English language.
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Al Seghayer, Khalid. "The Impact of Four Reading Motivational Constructs on Motivating EFL Learners to Read Online Texts in English." International Journal of Computer-Assisted Language Learning and Teaching 3, no. 2 (2013): 56–81. http://dx.doi.org/10.4018/ijcallt.2013040104.
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It is generally acknowledged that motivation plays a critical role in second-language (L2) reading. The technology-enhanced learning environment, specifically the computer-assisted reading environment as an interactive tool with distinctive attributes, is said to motivate English as a foreign language (EFL) learners to make more sustained efforts in online reading and show greater perseverance. Such an environment encourages students to devote more time to reading due to its ability to more profoundly engage English learners in reading accessible, electronic English texts. The present study investigates the relative contribution of four motivational constructs that constitute the EFL learner’s online reading motivation: the intrinsic value of reading online English texts, the extrinsic value of reading online English texts, the attainment value of reading, and reading efficacy. The study closely measures the views of EFL learners in preparatory programs at selected Saudi universities regarding the value of online reading with respect to these four motivational constructs. In addition, it explores differences in these motivational constructs according to the perspectives of both genders who are attending preparatory programs, as well as examines the motivational attitude of EFL learners toward the value of reading online English texts. A 35-item survey was administered to the selected respondents to identify the four dimensions of EFL learners’ online English reading motivation. The findings indicate that the four online reading motivational constructs contribute positively to EFL learners reading online English texts in the following order: extrinsic, attainment, intrinsic, and efficacy. The questionnaires were analyzed by use of within- and between-subjects ANOVA and post-hoc pairwise comparisons, whereas the open-ended questions were analyzed by use of content analysis. The results also show that both male and female EFL learners have high motivation to read online English texts, with female learners scoring significantly higher than male learners on the attainment scale.A thorough discussion that incorporates the present results is provided, along with proffering and highlighting practical technical and pedagogical implications for computer-assisted language learning (CALL) reading classrooms beyond the given context. Areas of potential future research are delineated as well.
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Perikova, Ekaterina I., Ekaterina N. Blinova, and Ekaterina A. Andriushchenko. "The Influence of the Learning Environment on Fast Mapping and Explicit Encoding of New Vocabulary: Results of a Pilot Study." Sibirskiy Psikhologicheskiy Zhurnal, no. 85 (2022): 174–89. http://dx.doi.org/10.17223/17267080/85/9.
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The availability of virtual reality (VR) tools and the attractiveness of their interactivity for users have influenced the spread of this technology in the field of language educational programs. However, scientific studies of the effectiveness of VR in comparison with traditional methods are few and show conflicting results, which can be explained by the influence of additional factors, such as the learner's motor activity and the speech learning strategies used. In order to clarify the role of these factors, we developed a natural design of learning tasks in VR on a computer monitor, based on the auditory presentation of new words to participants together with their visual referents in the context of interrogative sentences. The controlled variables were speech learning strategies (Fast Mapping/Explicit Encoding) and motor response to the question (high-velocity low amplitude hand movements). 16 respondents learned 8 nouns each in the two learning environments. Learning outcomes were assessed using the recognition task. Accuracy of the answers was analyzed using RM-ANOVA, the reaction time using the Wilcoxon test. The correctness of recognition of new words did not differ significantly after using VR (55%) or a computer monitor (61%). Words learned with high-velocity whole-hand movements were significantly better for participants when they learned through fast mapping, while words learned with low amplitude finger movements were significantly better with explicit encoding while using a computer monitor. Explicit Encoding learned words with small amplitude movements were recognized faster using VR then a computer monitor. The pilot study showed the effectiveness of the semantic assimilation of new words in both learning environments with the combined influence of speech learning strategies and the student's motor activity in this process.
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Sáiz-Manzanares, María Consuelo, Raúl Marticorena-Sánchez, M. Camino Escolar-Llamazares, and Rut Velasco-Saiz. "Monitoring Educational Intervention Programs for Children and Young People with Disabilities through a Web Application." Education Sciences 14, no. 3 (2024): 306. http://dx.doi.org/10.3390/educsci14030306.
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Early care professionals have to use instruments for assessing functional skills in children susceptible to early intervention that apply records and produce developmental profiles and personalized intervention proposals. The aims of the study were (1) to analyze the development of functional skills in users with an age range of 48–252 months attending school in a therapeutic intervention center for people with motor impairments; and (2) to analyze the development of functional skills in users with different impairments and ages ranging from 7 to 162 months participating in an early outpatient care program. Study 1 applied a sample of 50 users aged between 48 and 252 months all with motor disabilities and Study 2 included a sample of 71 users aged between 7 and 162 months with different disabilities. Factorial and descriptive–correlational designs were applied in both studies. The Student’s t-test for dependent samples, supervised machine learning techniques (linear regression analysis and logarithmic regression analysis), unsupervised machine learning techniques (k-means), ANOVA, and cross-tabulations were used as contrast tests. In Study 1, no significant changes were found in the development of users’ functional skills, except for a decrease in maladaptive behaviors. Likewise, the chronological age variable did not seem to be a determining factor in the results. In Study 2, significant differences were found in the development of all functional skills between the three measurement time points (initial–intermediate–final). In this group, the type of impairment explained 29% and chronological age 40% of the variance in functional development at the final measurement. This study found that intervention before four years old in outpatient mode produced better results in the acquisition of functional skills, with better results in users affected by rare diseases or communication and language delay at ages 49–60 months.
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Xinyu, Zhang, and Marina G. Sergeeva. "Research on the level of digital literacy of English language teachers (a case study in China)." Perspectives of science and education 70, no. 4 (2024): 662–77. http://dx.doi.org/10.32744/pse.2024.4.41.
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Introduction. As the main force in cultivating digital citizens in the new era, teachers’ digital literacy level is directly related to the development of the entire nation’s digital literacy. Therefore, it is necessary to study the current development status of teachers’ digital literacy. This study aims to investigate the development status of digital literacy of English teachers in Changzhi City, China, through empirical research, and to discover the problems faced by teachers in the development of digital literacy. Materials and methods. The respondents of this study were English teachers from urban and nonurban areas of Changzhi City, a total of 100 people, finally 83 valid questionnaires were collected. Methods: comparative method, generalization, literature analysis, questionnaire method, statistics and data analysis (descriptive statistics and ANOVA analysis). The results are obtained using computer programs MS Excel and IBM SPSS 26.0. Results. An assessment tool is developed to examine the current status of teachers' digital literacy development in China. The study finds that the overall digital literacy level of English teachers in Changzhi City is high (arithmetic mean = 3.94); teachers perform well in digital awareness (arithmetic mean = 4.98) and social responsibility (arithmetic mean = 4.05), while they perform poorly in digital technical knowledge and skills (arithmetic mean = 3.61) and digital applications (arithmetic mean = 3.47). There is no significant difference in teachers' digital literacy in terms of teacher gender, education and type of school where teachers work (p>0.05). Teachers in urban areas are significantly better in digital literacy than teachers in non-urban areas. There are significant differences in the aspect of professional development(p=0.0360), digital technical knowledge and skills(p=0.0002), digital applications(p=0.0088). Teachers' digital literacy scores in five aspects differed significantly (p<0.05) at different levels of teachers' age and years of teaching experience. Conclusion. The ability to integrate digital technologies and disciplines, innovative teaching awareness, and abilities of English teachers in Changzhi City should be improved. When improving the digital literacy of teachers, it is necessary to consider the characteristics of balanced development of the city and non-urban areas. The results obtained can be used as methodological recommendations for improving the level of digital literacy of teachers.
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Andrew, Matthew, Jennifer Taylorson, Donald J Langille, Aimee Grange, and Norman Williams. "Student Attitudes towards Technology and Their Preferences for Learning Tools/Devices at Two Universities in the UAE." Journal of Information Technology Education: Research 17 (2018): 309–44. http://dx.doi.org/10.28945/4111.
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Aim/Purpose: The purpose of this study was to survey student opinions about technology in order to best implement and utilize technology in the classroom. In this paper, technology refers to ‘digital technology’. The aims of this study were to: (1) examine student attitudes towards technology in regards to enjoyment and perceived usefulness; (2) investigate what tools and devices students enjoyed and preferred to use for learning; (3) examine whether students preferred learning with books and paper instead of technological devices (e.g. laptops, tablets, smartphones); and (4) investigate whether student opinions about digital technology and preferred learning tools differ between two universities (based on their level of technology implementation) and between two programs (Foundation Studies and General Studies). Background: Previous studies have investigated student device choice, however, fewer studies have looked specifically at which tools and devices students choose for certain academic tasks, and how these preferences may vary according to the level of digital technology integration between two different universities. Methodology: In this study, a mix of quantitative and qualitative data was gathered from 1102 participants across two universities in the United Arab Emirates from an English-language Foundation Studies program and a first-year General Studies program. A questionnaire (containing closed-ended and open-ended questions) was followed by three focus-group interviews (n=4,3,2). ANOVA and t-Tests were used to test for statistically significant differences in the survey data, and qualitative survey and interview data were analyzed for recurring themes. Contribution: This study aims to provide a more comprehensive account of the learning tools (including books/paper, laptops, tablets, and phones) students prefer to use to complete specific academic tasks within a university context. This study also seeks to evaluate student attitudes towards using digital technology for learning, in order to best implement and utilize technology in the context of higher education institutions in the Middle East and around the world. Findings: Findings suggest that participants enjoy learning how to use new technology, believe it improves learning, and prepares them for future jobs. Books/paper were the most preferred resources for learning, followed closely by laptops, while tablets and smartphones were much less preferred for specific educational tasks. The data also revealed that respondents preferred learning through a combination of traditional resources (e.g. books, paper) and digital technological tools (e.g. laptops, tablets). Recommendations for Practitioners: These findings can be used to recommend to educators and higher education administrators the importance of adopting learning outcomes related to digital literacy in the classroom, to not only help students become more effective learners, but also more skilled professionals in their working lives. Additionally, classroom practices that incorporate both traditional tools and newer technological tools for learning might be most effective because they provide flexibility to find the best learning tool(s) for the task. Recommendation for Researchers: Participants preferred books and paper for learning. One reason was that paper helped them remember information better. More research needs to be done on the learning benefits of using more tactile mediums, such as paper for reading and writing. Impact on Society: The findings from this study suggest that some learners may benefit more from the use of digital technology than others. Institutions and organizations need to provide flexibility when it comes to technology implementation for both students and faculty. This flexibility can accommodate different learning styles and preferences and not isolate individuals in the classroom or workplace who may be slower to adapt to new technologies. Future Research: Future research is needed to investigate student attitudes towards digital technology at higher education institutions in other parts of the world. In addition, this study focused mostly on student perceptions of learning tools and devices in the classroom. More research needs to be done on the impact technology has on learning per se – specifically how certain tools may help learners more effectively complete different educational tasks.
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Schetaki, Stefania, Evridiki Patelarou, Konstantinos Giakoumidakis, Christos Kleisiaris, and Athina Patelarou. "Evidence-Based Practice Competency of Registered Nurses in the Greek National Health Service." Nursing Reports 13, no. 3 (2023): 1225–35. http://dx.doi.org/10.3390/nursrep13030105.
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Nurses’ competency toward evidence-based practice (EBP) has been extensively investigated by several studies worldwide. However, factors affecting the competence of Greek nurses working in the NHS have not been fully investigated in terms of EBP. Thus, this study aimed to explore the impact of the individual qualifications of nurses on their competence toward EBP. Data from 473 registered nurses working in 10 hospitals in the Greek National Health Service (NHS) were collected between October and December 2020 using a convenience sampling method in a cross-section design. The Greek version of the 35-item (five-point Likert scale) Evidence-Based Practice Competency Questionnaire for Professional Registered Nurses (EBP-COQ Prof) was used to assess the competence level of nurses, focusing on attitudes, skills, and knowledge, as well as the utilization of EBP in clinical practice. One-way ANOVA and Pearson coefficient tests were applied to compare the possible differences among variables (two or more groups) as appropriate. A multi-factorial regression model was applied to explore participants’ qualifications, including demographics (MSc degree, gender, English language knowledge, etc.) as independent variables, and to control for potential confounding effects toward EBP competency. The p-values < 0.05 were considered statistically significant. The mean age of the 473 participants (402 women and 71 men) was 44.7 ± 9.2 years old. The mean value of competence subscales was found as follows: attitudes 3.9 ± 0.6, knowledge 3.7 ± 0.6, skills 3.1 ± 0.8, and utilization 3.4 ± 0.7. A multivariate regression analysis revealed that associates of “Master’s degree” (t = 3.039, p = 0.003), “Writing an academic article” (3.409, p = 0.001), “Working in a University clinic” (2.203, p = 0.028), and “Computer Skills” (2.404, p = 0.017) positively affected “Attitudes”, “Knowledge”, “Skills”, and “Utilization”, respectively. The research data suggest that nurses working in the Greek NHS were limited in competence regarding EBP in comparison with other European countries. Therefore, vocational, educational, and training programs tailored to EBP enhancement are crucially important. This study was not registered.
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Ras, Fakhri. "An Analysis of English Proficiency of the Students of Universitas Riau – Indonesia." International Journal of Educational Best Practices 1, no. 1 (2017): 111. http://dx.doi.org/10.31258/ijebp.v1n1.p111-122.
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The objectives of this study are to: (1) acknowledge the students’ English competence based onthe taken majors and study programs, (2) determine the general English competence (TOEFLEquivalent). The target group of the study is all students who took English language at variousfaculties and at the same time also enrolled at TOEFL Equivalent at UPT Bahasa Universitas Riau(Language Center). The number of the population is 9.765 the students. Due to the homogenouscharacters of the population, 20% out of the population (1.953 students) were taken as sample ofthe research. TOEFL Equivalent compiled by the Language Center of Universitas Riau was usedto collect the needed data. Descriptive statistics was operated to compute the data in order to getmean of the TOEFL Equivalent scores. Inferential statistics (Annova) was applied to differentiatethe scores of TOEFL Equivalent obtained by various backgrounds of the students (gender, programtaken at Universitas Riau, majors at senior high schools, region of their senior high schools, schoolstatus and ethnic groups). After analysing the data, it was found that female students’ mean scoreis higher (405) than the male’s (402); the mean TOEFL score of the study program taken atUniversitas Riau in which the English Students is the highest (432) among a lot of study programs;the mean score of the students of Riau Province is higher (420) than the Riau Archipelago Province(401); the mean score of students of private schools is higher (405) than the state schools (404);the mean of TOEFL score of Language and Art is the highest (432) among three majors (naturalscience, social science and other science). The last is the Chinese / Tionghoa mean of TOEFLscore is the highest (438) among existing ethnic groups. The findings suggest that the students ofUniversitas Riau should be aware of understanding parts of the TOEFL materials like listening,reading, and structure especially in the area of their difficulties.
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Karn, Helen E., and MacEnglish. "Pronunciation Plus (Computer Program)." TESOL Quarterly 30, no. 1 (1996): 176. http://dx.doi.org/10.2307/3587618.
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Solomon, Gabriela R., and Ford Language Institute. "The American Accent Program (Computer Program, Version 4.0)." TESOL Quarterly 27, no. 4 (1993): 774. http://dx.doi.org/10.2307/3587425.
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McMinn, Mark R., and James D. Foster. "A Computer Program to Teach Nonsexist Language." Teaching of Psychology 18, no. 2 (1991): 115–17. http://dx.doi.org/10.1207/s15328023top1802_16.
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Reps and Teitelbaum. "Language Processing in Program Editors." Computer 20, no. 11 (1987): 29–40. http://dx.doi.org/10.1109/mc.1987.1663414.
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Garganera, Japhet Mari S., Darrel M. Ocampo, and Cleo D. Gueriba. "English Language Proficiency and Communicative Competence among Graduate Students in Bicol Region, Philippines: A Foundation for English Language Enhancement Program Development." Asian Journal of Education and Social Studies 50, no. 11 (2024): 164–75. http://dx.doi.org/10.9734/ajess/2024/v50i111644.
Texte intégralRésumé :
Aims: To examine the English Language Proficiency and Communicative Competence of Graduate School Students in specific institutions within the Bicol Region of the Philippines, serving as the foundation for an English Language Enhancement Program. Study Design: The study employed a descriptive-comparative-correlational design, utilizing content-validated and reliability-tested questionnaires alongside the English First Standardized English Test (EF SET), a standardized English proficiency test. Place and Duration of Study: Naga College Foundation-Graduate school institution within the Bicol Region, Philippines. The timeframe of the study was, between April and June 2024. Methodology: The study involved 118 graduate students selected through purposive sampling. Data collection utilized a content-validated, reliability-tested questionnaire alongside the EF SET, a standardized English proficiency test. Statistical analyses included frequency, percentage, weighted mean, Chi-Square, ANOVA, and posthoc analysis using Tukey’s HSD. Results: The findings indicated a significant gender disparity, with females constituting 86.44% of respondents. Most students were at an intermediate level of communicative competence and scored in the upper-intermediate range (EF SET scores averaging 52.32). Chi-square analysis found no significant relationship between communicative competence appraisal and proficiency level. However, a moderately positive correlation (Pearson’s r = 0.4691, p < 0.00001) was observed between language proficiency and communicative competence. ANOVA indicated a significant difference in proficiency across educational levels, with doctoral students scoring the highest. The posthoc analysis using Tukey’s HSD further confirms the result of the ANOVA wherein two out of the three pairs of comparison have statistically significant difference. It can also be interpreted as reinforcement of the results wherein the group PhD is ranked first since it has significant difference when compared to the groups, while the groups MAEd and Bachelors are close together, ranking second and third, respectively. Conclusion and Recommendation: The study found that enhancing English proficiency and communicative competence can be achieved through a targeted English Language Enhancement Program; thus, the development of such a program. This approach could be beneficial in addressing skill disparities and improving communication effectiveness among graduate students.
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Yalcin, Hatice, and Murat Demirekin. "Training Program Supporting Language Acquisition." International Journal of Modern Education and Computer Science 13, no. 3 (2021): 1–12. http://dx.doi.org/10.5815/ijmecs.2021.03.01.
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Schetz, Katherine F. "Computer-Aided Language/Concept Enrichment in Kindergarten." Language, Speech, and Hearing Services in Schools 20, no. 1 (1989): 2–10. http://dx.doi.org/10.1044/0161-1461.2001.02.
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A model program for language/concept enrichment was set up with 22 kindergarten students as participants. A total screening score during routine kindergarten screenings relative to the areas of articulation, language and concepts was low for each of these students, but not low enough to recommend indepth diagnostic testing. The objective of the program was to demonstrate the role of the speech-language pathologist as consultant, an alternate service delivery model for public school speech-language services. Language/concept enrichment was provided by volunteers using four educational software programs for the microcomputer. Concepts taught included quantity, quality, time/sequence, nouns, and verbs. Program structure, implementation, and evaluation are discussed.
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Underwood, John, Keith Cameron, Theo Bongaerts, Pieter de Haan, Sylvia Lobbe, and Herman Wekker. "Computer Assisted Language Learning: Program Structure and Principles." Modern Language Journal 74, no. 4 (1990): 511. http://dx.doi.org/10.2307/328534.
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Walczyk, Jeffrey J. "A computer program for constructing language comprehension tests." Computers in Human Behavior 9, no. 1 (1993): 113–16. http://dx.doi.org/10.1016/0747-5632(93)90026-o.
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Wolach, Allen H. "Developing a computer program to facilitate language training." Computers in Human Behavior 10, no. 4 (1994): 541–57. http://dx.doi.org/10.1016/0747-5632(94)90046-9.
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Baniassad, Elisa, and Clayton Myers. "An exploration of program as language." ACM SIGPLAN Notices 44, no. 10 (2009): 547–56. http://dx.doi.org/10.1145/1639949.1640132.
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Van Merriënboer, Jeroen J. G., and Marcel B. M. De Croock. "Strategies for Computer-Based Programming Instruction: Program Completion vs. Program Generation." Journal of Educational Computing Research 8, no. 3 (1992): 365–94. http://dx.doi.org/10.2190/mjdx-9pp4-kfmt-09pm.
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Two instructional strategies were implemented in a two-and-a-half hour computer-based training program that was designed to teach elementary turtle graphics programming techniques to novice undergraduate students ( N = 40). Learning activities that either emphasized the completion of existing programs or the generation of new programs were studied for the two strategies. In the completion group, the information needed to perform the program completion tasks appeared to be largely available in the to-be-completed programs; in the generation group, students frequently had to search for useful examples while they were performing their program generation tasks. It is hypothesized that during practice, the direct availability of examples in the form of incomplete computer programs facilitates the acquisition of programming language templates, especially because students cannot complete a program without carefully studying it so that “mindful abstraction” is explicitly provoked. Data in this study on learning outcomes support this hypothesis: the completion group showed a superior use of programming language templates in both a program construction test and a multiple choice test that measured the knowledge of language statements.
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Diemer, Rachel, David De Jong, Karen Kindle, and Ayana Campoli. "Reading Achievement in A Dual Language Setting: An Examination of English Language Learners at the Elementary Level." Dual Language Research and Practice Journal 5, no. 1 (2021): 1–12. http://dx.doi.org/10.21423/dlrpj-v5.a8.
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Dual or two-way immersion programs utilize two languages of instruction to promote bilingualism and biliteracy. This study examined the impact of dual language instruction on the reading achievement and language acquisition of English language learners (ELL) at the elementary level in a public school district in a Midwestern state. The school population included 778 students in which 400 students were enrolled in the dual language program (327 ELL, 73 English) and 378 students were enrolled in a traditional setting (225 ELL, 153 English). A one-way analysis of variance (ANOVA) was used to compare the means of reading scores of dual language and of English-only students with no statistically significant effect found. A factorial two-way ANOVA was conducted to compare the means of reading subtest percentile scores, and statistically significant differences were found at the .05 level for the Prereading/Early Reading and Instruction subtests. The results of this study support the implementation of two-way, or dual language models of instruction for school-aged native-English and emergent bilinguals.
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Baughan, Carolyn E. "Daedalus Integrated Writing Environment (Computer Program)." TESOL Quarterly 29, no. 2 (1995): 395. http://dx.doi.org/10.2307/3587635.
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Jacobs, Paul S. "TRUMP: A transportable language understanding program." International Journal of Intelligent Systems 7, no. 3 (1992): 245–76. http://dx.doi.org/10.1002/int.4550070303.
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Sulzmann, Martin, and Răzvan Voicu. "Language-Based Program Verification via Expressive Types." Electronic Notes in Theoretical Computer Science 174, no. 7 (2007): 129–47. http://dx.doi.org/10.1016/j.entcs.2006.10.041.
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Jones, Mark P., and Iavor S. Diatchki. "Language and program design for functional dependencies." ACM SIGPLAN Notices 44, no. 2 (2009): 87–98. http://dx.doi.org/10.1145/1543134.1411298.
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Sklenar, Ivan. "Programming language assessments using the program profiles." ACM SIGPLAN Notices 20, no. 4 (1985): 80–86. http://dx.doi.org/10.1145/988316.988324.
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Zuidema, Johan, Gellof Kanselaar, H. Wichmann, M. Giezeman, L. Koster, and J. van der Veen. "Vrue Taalprodukties En De Computer." Computer-ondersteund talenonderwijs 33 (January 1, 1989): 33–39. http://dx.doi.org/10.1075/ttwia.33.05zui.
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In second language teaching a great deal of attention is paid to the learning of communicative skills. The computer program PRESTIGE (Productive and Receptive English, a Smart Tutor and Intelligent Generator of Exercises) subscribes to the views currently held in communicative language teaching. Among these are learning the meaning of a word through deduction of the word's meaning from contexts, and emphasizing the use of productive language. The computer program PRESTIGE, written in PROLOG, consists of several parts: A parser, which checks if syntax, spelling and inflection of pupils' input sentences, words, and verbs are correct. The parser is the heart of the program, and is capable of analysing most English sentence structures which are used in the first years of secondary education. A database of descriptions of words and context sentences in everyday English (taken from Collins COBUBLD English Language Dictionary). Both databases can be consulted by the pupil at any moment and thus constitute an extensive help facility. A database of texts. These texts are taken from a method called "Notting Hill Gate" (Malmberg). A generator of exercises. The program is able to generate exercises for both receptive and productive language use. Receptive: a story fragment is selected from the database. For every word, pupils can ask for a description (in English) or for a context sentence in which the word is used. Productive: several different exercises can be generated. They vary from cloze texts: the parser leaves out words that belong to a certain grammatical class (adjectives, prepostions, etc.), to free language productions: writing a composition. Furthermore, exercises can be generated in which interrogative or negative sentences have to be made. When the pupil is writing a composition, the parser checks whether the sentences are grammatically correct. Here as well, all help options from the databases are available. Pupil registration. For every pupil the program keeps track of the words that (s)he has studied, what kind of help (s)he has asked for, and what the results of the exercises are. The advantage of PRESTIGE over existing courseware for second language teaching is the open structure of the program, which makes free input of language possible. In the article the possibilities of the parser are shown and illustrated by examples. The article concludes with a discussion of the uses of PRESTIGE as an intelligent generator of exercises, and some plans for further research.
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Leidy, Judy, Ann Burke, Anne Merkel, and Marlin Howard. "Using Computer Assisted Instruction in an ESL Language Program." IALLT Journal of Language Learning Technologies 15, no. 1 (2019): 13–24. http://dx.doi.org/10.17161/iallt.v15i1.9074.
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Brecht, M. L., J. Arthur Woodward, and Jodi Gistenson. "Comparison of Three Statistical Computer Programs in Teaching Analysis of Variance." Journal of Educational Technology Systems 13, no. 4 (1985): 237–47. http://dx.doi.org/10.2190/jldj-0lpc-7lfd-j00x.
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Subjects analyzed data from typical ANOVA designs using three different computer programs. Several measures of cost, completion, and ease of program use were recorded and compared in a repeated measures Latin square design. Within time constraints and support that simulate an instructional setting, subjects could not answer the research questions using two traditional computer packages, but subjects completed all analyses using an interactive personal computer program designed to minimize computer-related difficulties. Such results can be useful in guiding design of instructional strategies and computer programs.
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Sarkisyan, A. A., and Yu G. Shukuryan. "Program testing technology based on specification language." Cybernetics 26, no. 6 (1991): 795–804. http://dx.doi.org/10.1007/bf01069487.
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Ensink, Brian, Joel Stanley, and Vikram Adve. "Program Control Language: a programming language for adaptive distributed applications." Journal of Parallel and Distributed Computing 63, no. 11 (2003): 1082–104. http://dx.doi.org/10.1016/s0743-7315(03)00117-5.
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Vistein, Michael, Frank Ortmeier, Wolfgang Reif, Ralf Huuck, and Ansgar Fehnker. "An Abstract Specification Language for Static Program Analysis." Electronic Notes in Theoretical Computer Science 254 (October 2009): 181–97. http://dx.doi.org/10.1016/j.entcs.2009.09.066.
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Su, Zejia, Qingnan Fan, Xuelin Chen, Oliver Van Kaick, Hui Huang, and Ruizhen Hu. "Scene-Aware Activity Program Generation with Language Guidance." ACM Transactions on Graphics 42, no. 6 (2023): 1–16. http://dx.doi.org/10.1145/3618338.
Texte intégralRésumé :
We address the problem of scene-aware activity program generation, which requires decomposing a given activity task into instructions that can be sequentially performed within a target scene to complete the activity. While existing methods have shown the ability to generate rational or executable programs, generating programs with both high rationality and executability still remains a challenge. Hence, we propose a novel method where the key idea is to explicitly combine the language rationality of a powerful language model with dynamic perception of the target scene where instructions are executed, to generate programs with high rationality and executability. Our method iteratively generates instructions for the activity program. Specifically, a two-branch feature encoder operates on a language-based and graph-based representation of the current generation progress to extract language features and scene graph features, respectively. These features are then used by a predictor to generate the next instruction in the program. Subsequently, another module performs the predicted action and updates the scene for perception in the next iteration. Extensive evaluations are conducted on the VirtualHome-Env dataset, showing the advantages of our method over previous work. Key algorithmic designs are validated through ablation studies, and results on other types of inputs are also presented to show the generalizability of our method.
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Ravari, Navid Rostami, Rodziah Latih, and Abdullah Mohd Zin. "Multi-Language Program Understanding Tool." International Journal on Advanced Science, Engineering and Information Technology 13, no. 4 (2023): 1554. http://dx.doi.org/10.18517/ijaseit.13.4.18019.
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Telap, Cherry, Benny Pinontoan, and Jullia Titaley. "Derivation of Quantum Guarded Command Language Program for Average." d'CARTESIAN 4, no. 2 (2015): 163. http://dx.doi.org/10.35799/dc.4.2.2015.9055.
Texte intégralRésumé :
Has conducted research to determine the derivation of quantum guarded command language (qGCL) program for average. Initially calculation of average value was made in guaded command language (GCL) which is then implemented on a digital computer into the Pascal programming language. Furthermore GCL to calculate the average value was analyzed again to be made in the quantum guarded command language (qGCL). qGCL implementation is on a quantum computer is a future computer could perform calculations very quickly because it uses a superposition state is referred to as quantum bits (qubits). Keywords : GCL, qGCL, Quantum Computer
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Malakoff, Marguerite E. "The effect of language of instruction on reasoning in bilingual children." Applied Psycholinguistics 9, no. 1 (1988): 17–38. http://dx.doi.org/10.1017/s0142716400000436.
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ABSTRACTThe effect of language of instruction on verbal reasoning of balanced bilingual children was investigated. Subjects were 36 sixth-grade French-English bilinguals who were receiving primary instruction in either French or English. Eight types of verbal analogies were created by varying the language of the analogy stem (French or English), the language of the analogy solution (French or English), and level of difficulty (easy or hard). The primary analysis was conducted through ANOVA with program type as between-subjects variable and item types as repeated measures factors. The results showed a significant interaction between language of instruction and language of presentation. In addition, there were different language effects for the two groups. The introduction of the noninstructional language (French) had a significant effect on the mean response time of the English Language Program Group at both levels of difficulty. The French Language Program Group showed a more complex pattern of results: there was a statistically significant advantage for the All-English items as compared with the All-French items on the easy analogies but a trend towards poorer performance upon introduction of English on the hard analogies. These results are discussed in terms of the differences between the two groups of subjects and the effect of academic experience on language-related thought processes and fluency. The distinction between contextualized and decontextualized language is also discussed.
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Irshad, Mufeeda, Merel Keijzer, Martijn Wieling, and Marjolijn Verspoor. "Effectiveness of a dynamic usage based computer assisted language program." Dutch Journal of Applied Linguistics 8, no. 2 (2019): 137–62. http://dx.doi.org/10.1075/dujal.16018.irs.
Texte intégralRésumé :
Abstract The current paper explores whether a Dynamic Usage Based (DUB) approach – which takes authentic meaningful language use with repetition and scaffolding for comprehension as its basis – can also be implemented in a CALL environment. The effectiveness of the DUB-CALL program was tested in a semester-long experiment, comparing it with a teacher-fronted DUB program (using the same materials as the CALL program) and a traditional CLT program; 228 university undergraduates in Sri Lanka participated. Language gains were assessed in a pre-post design with an objective General English Proficiency (GEP) test and a writing task. The results show that the students in the DUB-CALL condition performed significantly better on the GEP test than the students in the two teacher-fronted classes. The results of the writing tests show that all groups improved significantly, but here there were no differences among groups.
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Lomax, A. "The suitability of language syntaxes for program generation." ACM SIGPLAN Notices 22, no. 3 (1987): 95–101. http://dx.doi.org/10.1145/24697.24707.
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