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Direct linkHsieh, Yufen – Computer Assisted Language Learning, 2020
This study investigated how video caption type affected vocabulary learning and listening comprehension of low-intermediate Chinese-speaking learners of English. Each video was presented twice with one of the five caption types: (1) no caption (NC), (2) full caption with no audio (FCNA), (3) full caption (FC), (4) full caption with highlighted…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Teaching Methods
Seibert Hanson, Aroline E.; Brown, Christina M. – Computer Assisted Language Learning, 2020
We tested the effectiveness of the spaced-repetition flashcard application, Anki, on improving 62 university-level learners' second language (L2) learning in a semester-long beginning Spanish course. Using effective study strategies is critical for L2 learning, but college students learning an L2 often study with strategies that are only useful…
Descriptors: Second Language Instruction, Second Language Learning, Spanish, College Students
Chen, Ming-Puu; Wang, Li-Chun; Zou, Di; Lin, Shu-Yuan; Xie, Haoran; Tsai, Chin-Chung – Computer Assisted Language Learning, 2022
Augmented reality (AR) deepens learning interactions by imposing digital information on top of physical settings. This study implemented an AR-enhanced theme-based contextualized learning and aimed to examine the effects of captions (non-caption, English caption and Chinese caption) and English proficiency (less proficient and proficient) on…
Descriptors: Visual Aids, Teaching Methods, Instructional Effectiveness, English (Second Language)
Ikeshita-Yamazoe, Hanae; Miyao, Masutomo – Computer Assisted Language Learning, 2016
We developed a visual training tool to assist children with developmental dyslexia in learning to recognize and understand Chinese characters (kanji). The visual training tool presents the strokes of a kanji character as separate shapes and requires students to use these fragments to construct the character. Two types of experiments were conducted…
Descriptors: Dyslexia, Visual Aids, Instructional Materials, Teaching Methods
Ouni, Slim – Computer Assisted Language Learning, 2014
Pronunciation training based on speech production techniques illustrating tongue movements is gaining popularity. However, there is not sufficient evidence that learners can imitate some tongue animation. In this paper, we argue that although controlling tongue movement related to speech is not such an easy task, training with visual feedback…
Descriptors: Pronunciation Instruction, Pretests Posttests, Feedback (Response), Psychomotor Skills
Bueno Alastuey, M. C. – Computer Assisted Language Learning, 2011
This study explored the benefits and drawbacks of synchronous voice-based computer-mediated communication (CMC) in a blended course of English for specific purposes. Quantitative and qualitative data from two groups following the same syllabus, except for the oral component, were compared. Oral tasks were carried out face-to-face with same L1…
Descriptors: Experimental Groups, Control Groups, Computer Mediated Communication, Second Languages
