Reading Aides

This category of articles includes studies and reviews pertaining to the use of reading aids, such as text-to-speech software and e-books, both in and outside of the classroom.

Adaptive learning for ESL based on computation

Jun 28, 2013, 12:07 PM
Wang, Y-H, & Liao, H-C. (2011). Adaptive learning for ESL based on computation. British Journal of Educational Technology, 42(1), 66-87.

Characteristics

  • Two hundred ninety-five college freshman at a university in Taiwan participated in the development of the adaptive learning sequence portion of the study.
  • This portion of the study sought to examine how student gender, learning motivation, cognitive style, and learning style influences their acquisition of English as a Second Language (ESL) instruction in order to identify 4 adaptive learning sequences that can accommodate a variety of students.
  • During the empirical test of the best identified adaptive learning sequences, 80 Taiwanese college students who had studied English for at least 6 years participated.
  • The empirical test was conducted in order to validate the most effective adaptive learning sequences conducted in the first part of the study.
  • The authors also discussed the implications of using adaptive learning systems that are implemented using computer programs called intelligent tutoring systems (ITS).
  • ITS adapts e-learning content to the individual based on the user’s learning style, preferences, and performance.

Setting

  • The studies took place at a Taiwanese university.

Method

  • During Study 1, participants completed several questionnaires in order to gather background information about gender, learning motivation, cognitive style, and learning style.
  • Next, Study 1 participants took a pre-test on reading comprehension.
  • Then students were given a 10 page handout on learning how to improve their reading comprehension in English; students randomly received 1 out of 10 handouts that each covered a different learning sequence (e.g., critical reading vs. main idea and details first).
  • After 2 weeks of using the handout as a learning reference, Study 1 participants were given a reading comprehension post-test.
  • The researchers determined which handouts were most effective for the broadest range of students, and then tested the effectiveness of using the 4 most effective handouts with a control (N=40) and an experimental group of students (N=40) in Study 2.
  • All Study 2 participants took a learning styles questionnaire and a reading comprehension pre-test.
  • Experimental group participants were assigned to the study program (as identified in Study 1) that best matched their learning style while control group participants were provided with a fixed learning program.
  • All participants used the packets during 3 weeks of instruction and 1 week of independent study, and then took a reading comprehension post-test.

Results

  • In Study 2, experimental group participants outperformed their peers on the post-test measure of reading comprehension; thus, suggesting that the adaptive learning sequence was more effective in increasing their English reading comprehension.
  • The study indicates that it is important to take learner characteristics into account when developing an ESL instruction plan. 
  • Given the increasing availability of computer-based instruction, these results provide evidence that intelligent tutoring systems may be useful for ESL students as they progress through the language learning process.
Categories:
  • Reading
Tags:

Computer Assisted Instruction

Adaptive learning for ESL based on computation

Jun 28, 2013, 12:07 PM
Wang, Y-H, & Liao, H-C. (2011). Adaptive learning for ESL based on computation. British Journal of Educational Technology, 42(1), 66-87.

Characteristics

  • Two hundred ninety-five college freshman at a university in Taiwan participated in the development of the adaptive learning sequence portion of the study.
  • This portion of the study sought to examine how student gender, learning motivation, cognitive style, and learning style influences their acquisition of English as a Second Language (ESL) instruction in order to identify 4 adaptive learning sequences that can accommodate a variety of students.
  • During the empirical test of the best identified adaptive learning sequences, 80 Taiwanese college students who had studied English for at least 6 years participated.
  • The empirical test was conducted in order to validate the most effective adaptive learning sequences conducted in the first part of the study.
  • The authors also discussed the implications of using adaptive learning systems that are implemented using computer programs called intelligent tutoring systems (ITS).
  • ITS adapts e-learning content to the individual based on the user’s learning style, preferences, and performance.

Setting

  • The studies took place at a Taiwanese university.

Method

  • During Study 1, participants completed several questionnaires in order to gather background information about gender, learning motivation, cognitive style, and learning style.
  • Next, Study 1 participants took a pre-test on reading comprehension.
  • Then students were given a 10 page handout on learning how to improve their reading comprehension in English; students randomly received 1 out of 10 handouts that each covered a different learning sequence (e.g., critical reading vs. main idea and details first).
  • After 2 weeks of using the handout as a learning reference, Study 1 participants were given a reading comprehension post-test.
  • The researchers determined which handouts were most effective for the broadest range of students, and then tested the effectiveness of using the 4 most effective handouts with a control (N=40) and an experimental group of students (N=40) in Study 2.
  • All Study 2 participants took a learning styles questionnaire and a reading comprehension pre-test.
  • Experimental group participants were assigned to the study program (as identified in Study 1) that best matched their learning style while control group participants were provided with a fixed learning program.
  • All participants used the packets during 3 weeks of instruction and 1 week of independent study, and then took a reading comprehension post-test.

Results

  • In Study 2, experimental group participants outperformed their peers on the post-test measure of reading comprehension; thus, suggesting that the adaptive learning sequence was more effective in increasing their English reading comprehension.
  • The study indicates that it is important to take learner characteristics into account when developing an ESL instruction plan. 
  • Given the increasing availability of computer-based instruction, these results provide evidence that intelligent tutoring systems may be useful for ESL students as they progress through the language learning process.
Categories:
  • Reading
Tags: