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English vocabulary learning with word lists, word cards and computers: implications from cognitive psychology research for optimal spaced learning

机译:使用单词列表,单词卡和计算机进行英语词汇学习:认知心理学研究对最佳间隔学习的启示

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The spacing effect is known to be one of the most robust phenomena in experimental psychology, and many attempts have been made to realize effective spaced learning for L2 vocabulary learning. This study compares vocabulary learning with word lists, word cards, and computers in order to identify which material leads to the most superior spaced learning. In the experiment, 226 Japanese high school students studied ten English words with one of the three learning materials: lists, cards, and computers. One-way analysis of covariance (ANCOVA) showed that although no significant difference existed between the Card group and the other two, the PC group significantly outperformed the List group on the delayed post-test. Item analysis using Chi-squares demonstrated that on the delayed post-test, the List group's successful recall rates for four of the ten items were significantly lower than those of the Card or PC group. Correlational analysis indicated that the time invested in learning and the subsequent post-test scores did not correlate significantly for the List and Card groups. Paradoxically, a negative correlation was observed between the PC group's study time and their post-test scores. The lack of meaningful relationships between the study time and subsequent retention may be partially due to the limited ability of certain learners to learn effectively while using certain materials. A questionnaire given to the participants found that, in general, computers were evaluated more favorably than lists or cards. At the same time, however, learners exhibited large variations in their evaluation of computers, implying the importance of considering individual differences when introducing CALL to learners. In summary, the study has demonstrated the superiority of computers over lists, the limited advantage of word cards over lists, and no statistically significant difference between computers and cards. The findings are significant because although the advantages of cards or computers have been advocated, no study has ever tested such claims empirically.
机译:众所周知,间隔效应是实验心理学中最强大的现象之一,并且已经进行了许多尝试来实现针对L2词汇学习的有效的间隔学习。这项研究将词汇学习与单词列表,单词卡和计算机进行了比较,以确定哪些材料可以带来最佳的间隔学习。在该实验中,有226名日本高中学生使用三种学习材料之一(清单,卡片和计算机)学习了10个英语单词。单向协方差分析(ANCOVA)显示,尽管Card组与其他两个组之​​间没有显着差异,但在延迟的测试后PC组明显优于List组。使用卡方检验的项目分析表明,在延迟的后期测试中,列表组对十个项目中的四个的成功召回率显着低于Card或PC组。相关分析表明,列表组和卡片组在学习上花费的时间和随后的测试后分数没有显着相关。矛盾的是,在PC组的学习时间和他们的测试后分数之间观察到负相关。在学习时间和后续保留之间缺乏有意义的关系,可能部分是由于某些学习者在使用某些材料时有效学习的能力有限。一份给参与者的调查表发现,总的来说,计算机比列表或卡片更受好评。但是,与此同时,学习者在计算机评估中表现出很大的差异,这意味着在向学习者介绍CALL时考虑个体差异的重要性。总而言之,这项研究证明了计算机优于列表的优势,单词卡优于列表的优势以及计算机与卡片之间没有统计学上的显着差异。这一发现意义重大,因为尽管人们提倡使用卡或计算机的优点,但尚无研究从经验上检验过这种说法。

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