The Improvement and Individualization of Computer-Assisted Instruction (original) (raw)
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Computer Assisted Individual Approach to Acquiring Foreign Vocabulary of Students Major
Lecture Notes in Computer Science, 2014
Multiple challenges for organizing an effective ESP language course for non-linguistics post-graduate students at St. Petersburg State Polytechnical University (SPbSPU) are inherently rooted in the broad spectrum of students' majors in ESP classes. Diversity of students' academic interests calls for new approaches and for tailoring the course in accordance with the students' needs. Our study represents an approach to individualizing the course by introducing data-driven learning (DDL) elements into the syllabus. More specifically, our approach is aimed at having post-graduate students getting concordances of their readings corpora for identifying unfamiliar vocabulary. The paper describes the recommended software for concordance building, concordancebased activities with unfamiliar vocabulary and the way of controlling the vocabulary acquisition. Test results show steady progress in independent vocabulary acquisition among the experiment participants. Questionnaires show they see the usefulness and efficiency of DDL approach to identifying and learning unfamiliar vocabulary.
An Introduction to Computer Assisted Language Teaching
The Modern Language Journal, 1985
Hvad venter vi på?-om it i fremmedsprogundervisningen p. 15 2 Hvad venter vi på?-om it i fremmedsprogundervisningen p. 44 Cloze exercises. Cloze exercises are similar to the fill-in the blank exercise. This is an activity that can easily and in a few minutes be created with the software "Hot Potatoes"4. Commenting / correcting electronic texts / essays/ exercises. When a students has handed in a text in an electronic form it is bad practice just to print it out and to comment on it with the old fashioned red ink. It works much better when the teacher inserts suggestions in the text using the word processor or dedicated programs to do so. An example of a program for commenting texts can be found at http://www.cict.co.uk/software/markin/index.htm the program can be adapted to different languages. Cross Words Cross words are often very popular with students, and when created from the vocabulary that the students have just been working on it is a good tool for post task exercises. This is an activity that can easily and in a few minutes be created with the software "Hot Potatoes"5. And with Hot Potatoes students may even create the exercises for one another. Drills Drill are often referred to as "Drill and Kill" exercises. A computer can do anything that the old fashioned language laboratories could do; Model: "He has one car", Response "No, he has two cars". "He has one computer", "No, he has two computers" … The user input can be either text or speech through the computer microphone. Electronic dictionaries Electronic dictionaries are very useful for the learners of the less taught languages. Through the Internet there are several examples of dictionaries that are either free or shareware. Try the address http://www.dictionaries.com Electronic Portfolios. An electronic portfolio can be a simple collection of work on a diskette or in the more advanced version a student website where the student presents selected pieces of work. some of the work may still be in progress thus demonstrating the learning process. The pedagogical idea is that the student becomes aware of his/her learning styles, this helps the student choose the right activities thus increasing learning. Portfolios can also be used for assessing students. Read an article by TIM Caudery on portfolio assessment here:
Comparison of two teaching strategies in computer-assisted instruction*1
Contemporary Educational Psychology, 1977
Three experiments were run using the SCHOLAR CA1 system to teach geography to high-school students. The experiments compared a method of teaching derived from analysis of human tutors (Tutorial Mode) vs a method derived from programmed instruction (Block-Test Mode). In the three experiments, Block-Test Mode was systematically converged toward Tutorial Mode in order to pinpoint what aspects of teaching strategy affected student's learning. Tutorial Mode was significantly more effective in the first two experiments, and nonsignificantly in the third. The results indicated that the major factor affecting student's learning was the strategy that tutors use of reviewing the material in greater depth on a second pass. The advantage of CA1 for purposes of implementing and evaluating different teaching strategies was discussed. When Carbonell (Carbonell, 1970; Carbonell & Collins, 1973) developed the SCHOLAR system, he created a new, generative type of computer-assisted instruction (CAI) system-one that is capable of conducting a tutorial dialogue with a student. The generative capacity of the SCHOLAR system derives from the fact that its teaching strategies and its conceptual knowledge about a topic are distinct from one another. The system's conceptual knowledge is stored in a hierarchical semantic network (Quillian, 1968, 1969). Dialogues are realized by applying teaching strategies to the conceptual information that is stored in the semantic network. Different procedures can be used to present information to the student, ask him questions, evaluate his answers, correct his errors or answer his questions. Thus, the system is not confined to the relatively rigid mode of interaction that is typical of programmed instruction; rather, it is capable of a mode of interaction that is more typical of human tutors. The generative capacity of the SCHOLAR system reflects the impetus
Programed Instruction and Foreign Language Learning--Problems and Prospects
1966
Six years ago at a conference on foreign language learning aptly entitled "The Language Laboratory as a Teaching Machine," F. Rand Morton painted in bold strokes a futuristic language instruction scheme that would indeed make the language laboratory a teaching machine (Morton, 1960). Working with carefully programmed , le,. ironic equipment, students would acquire all language skills through auto-didactic activity. All learning would be achieved by the student working independently of the teacher; the latter's presence would be required only for occasional evaluation of student pronunciation and remedial guidance. No testing would be necessary and the student's achievement would be directly related to assiduity: no student would fail the course since "by both definition and procedure completion of the course guaranteed satisfactory proficiency on the student's part."
Foreign Language Teaching and the Computer
Foreign Language Annals, 1986
This is theseventh column in a series presenting reviews of foreign languagesoftware and discussions of problems and perspectives in foreign language computer-assisted instruction (CAI). We are eager to receive materials for review, and to hear from Foreign Language Annals readers experienced in foreign language CAI who would be interested in submitting reviews to this column. We also invite suggestions of problems or topics on which future discussions might focus.
2008
Traditionally, people have tried to compare the effectiveness of traditional teaching with Computer Aided Learning (CAL), however, it is very difficult to work out which of them is best. In our research we want to show that the use of the computers in learning processes can represent an important element in improving them. The results obtained show that many of the contents worked on with the help of the new technologies are better assimilated by the students as they get better results than using a traditional method. However, we should highlight that although we use the new technologies, the figure of the teacher will always be necessary and that in the design of computer applications the interaction of the technician with an expert in educational methods is very important.
New Directions and Issues in Computer-Assisted Instruction
this paper examines several theoretical and empirical issues, together with new directions in thinking, which have emerged as the result of significant research done on the PLATO IV compute,r) and with the advancement of the language pedogogical theory. CAI/ previously encountered three basic problems: (1) the cost of hardware, (2) the lack of adequate software, and (3) the algorithmic ability of the machine. The first two difficulties have been overcome by PLATO IV. The attitude conveyed by the Goedel Theorem in the field of mathematics and the algorithmic ability of the machine are no longer the center of controversy in the humanities. The focus is on how to exploit the capabilities of the computer and how to establish a meaningful interaction between man and the machine. Thus, attitudes toward machines have changed significantly. Theoretical problems are investigated along two parameters: computer-based and non-computer-based pedagogy. The former incorporates such questions as the various roles of the computer,and which roles a humanist should assign to it. The "concept of sequencing" is discussed. The discussion of empirical issues includes questions such as whether or not the machine dominates man.
Computer-Based Language Tools for the Teaching of Language for a Special Purpose
1993
This paper describes the development and use of a computer aided instruction (CAI) software program for the teaching of Spanish for special purposes at Purdue University in West Lafayette, Indiana. The program is designed to: (1) motivate students to use the computer by making it a non-threatening medium through individualization of the learning process; (2) make the process interactive by allowing the student to visualize language; and (3) achieve an eclectic learning process by using hypermedia methods to distort language. The software was developed for use in intermediate-level Spanish courses to reinforce material presented in class. The practice drills consist of matching pairs of words, multiple choice questions, cloze exercises, and unscrambling jumbled sentences. Student responses are tabulated both for direct student feedback and instructor review. An appendix provides samples of the different types of drill screens. (MDM)
Computer Assisted Instruction (CAI): An Innovative Approach for Individualized Education
This study assessed the impact of Computer Assisted Instruction (CAI) on learning of Indian students. Computer Assisted Instruction (CAI) can prove to be a useful tool to enhance cognitive, emotional, and linguistic and literacy skills in school children. These programmes may never replace the books and the blackboard but this aspect cannot ignored that young children learns better with pictures and sounds; and the proper use of appropriate programme could make a considerable differences in learning of children and understanding. To conduct the study, purposive sampling method was employed. The study was conducted on 60 male students aged between 7-8 years. All 6 sections of class II from the St. Peter's College (Agra district) were selected. Total sample was divided into two categories where 40 students were in experimental group and 20 students in control group, thus the 3 groups were formed and each group had 20 students. The education in control group was through traditional black board and discussion method where as in the in first experimental group exclusive CAI programme was executed and in second experimental group CAI was provided along with classroom teaching. This CAI programme was designed for students of class II on their multiplication chapter of mathematics subject. Two tools which are MAT (Math Ability Test for pre and post-testing) and CAI software designed by the researcher were used to assess the influence of CAI on learning of school going children. While calculating the t-values among all the three groups, during pre