This study investigated whether English proficiency (EP) and English self-efficacy (ESE) influence the credibility of ChatGPT-generated English content (CCGEC) of college students in the English-medium instruction (EMI) courses. We observed a college-level EMI course called “Technical Writing and Presentation”, where instructors encouraged their students of non-English majors to use ChatGPT for discovery learning in their EMI learning tasks. A survey of 800 students showed that ChatGPT was primarily used for providing explanations, suggesting ideas and structures, and preparing presentations. Analyzing the survey data with the MANCOVA procedure revealed that students' EP levels did not influence their CCGEC, and ESE did not moderate the relationship between EP and CCGEC in the EMI course context. These findings suggest that ChatGPT can be a valuable tool for EMI students regardless of their EP or ESE.
本研究探讨了英语水平（EP）和英语自我效能感（ESE）是否会影响大学生在英语教学（EMI）课程中使用 ChatGPT 生成英语内容（CCGEC）的可信度。我们观察了一门名为 "技术写作与演示 "的大学英语教学课程，在这门课程中，教师鼓励非英语专业的学生在英语教学学习任务中使用 ChatGPT 进行发现式学习。对 800 名学生的调查显示，ChatGPT 主要用于提供解释、建议观点和结构以及准备演示。通过 MANCOVA 程序对调查数据进行分析后发现，学生的 EP 水平并不影响他们的 CCGEC，而 ESE 也没有调节 EP 与 CCGEC 在 EMI 课程中的关系。这些发现表明，无论学生的 EP 或 ESE 如何，ChatGPT 对 EMI 学生来说都是一个有价值的工具。
{"title":"Whether English Proficiency and English Self-Efficacy Influence the Credibility of ChatGPT-Generated English Content of EMI Students","authors":"Duong Thi Thuy Mai, Nguyen Van Hanh","doi":"10.4018/ijcallt.349972","DOIUrl":"https://doi.org/10.4018/ijcallt.349972","url":null,"abstract":"This study investigated whether English proficiency (EP) and English self-efficacy (ESE) influence the credibility of ChatGPT-generated English content (CCGEC) of college students in the English-medium instruction (EMI) courses. We observed a college-level EMI course called “Technical Writing and Presentation”, where instructors encouraged their students of non-English majors to use ChatGPT for discovery learning in their EMI learning tasks. A survey of 800 students showed that ChatGPT was primarily used for providing explanations, suggesting ideas and structures, and preparing presentations. Analyzing the survey data with the MANCOVA procedure revealed that students' EP levels did not influence their CCGEC, and ESE did not moderate the relationship between EP and CCGEC in the EMI course context. These findings suggest that ChatGPT can be a valuable tool for EMI students regardless of their EP or ESE.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141801811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study analysed 498 articles published between 2005 and 2023 on Self-regulated Language Learning (SRLL) indexed in the core collection of the Web of Science database, using a bibliometric methodology based on scientific mapping, co-occurrence and burstness analysis. Results show China is the most influential contributor to SRLL research, with the largest number of total publications and citations. According to the keyword co-occurrence and burstness analysis, mobile-learning, higher education, learning context, learner strategies stand out in this field. It is also shown that listening as a significant linguistic skill is less explored in the SRLL field. It is proven that learners' language skills could be improved through mobile-assisted collaborative learning in informal settings. By identifying the developmental patterns in SRLL research, this paper can guide future researchers to explore in-depth the significant issues in this field and bring insight for further SRLL studies in terms of themes, pedagogy and methodologies.
{"title":"A Bibliometric Analysis on Trends and Patterns in Self-Regulated Language Learning in Mobile-Assisted Learning Environments","authors":"Xing Wang, Zuwati Hasim","doi":"10.4018/ijcallt.345401","DOIUrl":"https://doi.org/10.4018/ijcallt.345401","url":null,"abstract":"This study analysed 498 articles published between 2005 and 2023 on Self-regulated Language Learning (SRLL) indexed in the core collection of the Web of Science database, using a bibliometric methodology based on scientific mapping, co-occurrence and burstness analysis. Results show China is the most influential contributor to SRLL research, with the largest number of total publications and citations. According to the keyword co-occurrence and burstness analysis, mobile-learning, higher education, learning context, learner strategies stand out in this field. It is also shown that listening as a significant linguistic skill is less explored in the SRLL field. It is proven that learners' language skills could be improved through mobile-assisted collaborative learning in informal settings. By identifying the developmental patterns in SRLL research, this paper can guide future researchers to explore in-depth the significant issues in this field and bring insight for further SRLL studies in terms of themes, pedagogy and methodologies.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141382670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to investigate whether VR-assisted language learning facilitates EFL learners' vocabulary learning and memory retention. One hundred seventy-seven Chinese undergraduate EFL learners were divided into VRG (VR-assisted instruction group) and CIG (conventional instruction group). Participants in the VRG (n = 75) were provided with immersive VR devices, whereas the others (n = 102) learned in conventional classrooms with instructors. The results illustrate that the spatial design of virtual environments may be related to lexical memory performance. Target words that are placed in positions where they are interacted with more frequently tend to perform better in terms of being memorized. It also suggests that words corresponding to items placed between 60-180 cm of the ground are better retained. Subsequent interviews revealed that VR technology helps learners encode information based on spatial location. The VR technology's visual, aural, and textual stimulation also help learners subconsciously remember the vocabulary items.
{"title":"The Spatial Influence on Vocabulary Acquisition in an Immersive Virtual Reality-Mediated Learning Environment","authors":"Baoxin Feng, Lee-Luan Ng","doi":"10.4018/ijcallt.339903","DOIUrl":"https://doi.org/10.4018/ijcallt.339903","url":null,"abstract":"This study aims to investigate whether VR-assisted language learning facilitates EFL learners' vocabulary learning and memory retention. One hundred seventy-seven Chinese undergraduate EFL learners were divided into VRG (VR-assisted instruction group) and CIG (conventional instruction group). Participants in the VRG (n = 75) were provided with immersive VR devices, whereas the others (n = 102) learned in conventional classrooms with instructors. The results illustrate that the spatial design of virtual environments may be related to lexical memory performance. Target words that are placed in positions where they are interacted with more frequently tend to perform better in terms of being memorized. It also suggests that words corresponding to items placed between 60-180 cm of the ground are better retained. Subsequent interviews revealed that VR technology helps learners encode information based on spatial location. The VR technology's visual, aural, and textual stimulation also help learners subconsciously remember the vocabulary items.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140254580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examines and compares L2 grammatical accuracy in digital multimodal writing (DMW) and monomodal text-based writing (TBW). Utilizing a mixed-methods design, the research incorporates a dataset comprising 180 written texts, a questionnaire, and text-based interviews. Sixty EFL learners were assigned to two groups (TBW and DMW) and completed three writing tasks on identical topics. The findings reveal that there are no significant differences in grammatical accuracy between TBW and DMW. Moreover, learners' perceptions indicate that the integration of multi-semiotic recourses has no detrimental effect on grammatical accuracy. Additionally, learners adopted a preferred recursive strategy, involving text writing followed by integrating nonlinguistic components to complete and revise their DMW compositions. Consequently, two factors emerge as crucial in elucidating the comparable level of grammatical accuracy in DMW and TBW: (1) active engagement in each linguistic and nonlinguistic component, and (2) an awareness of the essentiality of the text component, necessitating the prioritization of the linguistic resource or the deliberate separation of text writing from other components within the DMW process. This study concludes with pedagogical implications and suggestions for further research.
{"title":"Investigating L2 Grammatical Accuracy in Digital Multimodal Writing","authors":"Assim S. Alrajhi","doi":"10.4018/ijcallt.338399","DOIUrl":"https://doi.org/10.4018/ijcallt.338399","url":null,"abstract":"This study examines and compares L2 grammatical accuracy in digital multimodal writing (DMW) and monomodal text-based writing (TBW). Utilizing a mixed-methods design, the research incorporates a dataset comprising 180 written texts, a questionnaire, and text-based interviews. Sixty EFL learners were assigned to two groups (TBW and DMW) and completed three writing tasks on identical topics. The findings reveal that there are no significant differences in grammatical accuracy between TBW and DMW. Moreover, learners' perceptions indicate that the integration of multi-semiotic recourses has no detrimental effect on grammatical accuracy. Additionally, learners adopted a preferred recursive strategy, involving text writing followed by integrating nonlinguistic components to complete and revise their DMW compositions. Consequently, two factors emerge as crucial in elucidating the comparable level of grammatical accuracy in DMW and TBW: (1) active engagement in each linguistic and nonlinguistic component, and (2) an awareness of the essentiality of the text component, necessitating the prioritization of the linguistic resource or the deliberate separation of text writing from other components within the DMW process. This study concludes with pedagogical implications and suggestions for further research.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140451380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article discusses Vietnam Virtual EXchange for English Language Teaching (ViVEXELT), a project funded by the British Council - Vietnam (Digital Learning Innovation Fund Pilot – Response to COVID-19). It makes a substantial contribution to the theorization of Virtual Exchange as a fertile and inclusive knowledge-sharing Third Space. ViVEXELT proposes a distinctive internationalization of the curriculum (IoC) model, where students and staff involved in formal ELT courses in higher education collaborate with ELT practitioners from other ELT educational sectors to co-construct Sustainable Development Goals-inspired ELT materials. ViVEXELT attracted over 200 participants from 46 different educational level institutions between June 2021 and March 2022. The rich qualitative data collected illustrate that ViVEXELT supported its participants with developing online interactional and intercultural competence, while also providing them with opportunity to reflect on the learning gains from the pandemic for their future ELT practice, such as the effective use of breakout rooms.
{"title":"Virtual Exchange as a Transformational Third Space for English Language Teacher Education","authors":"Marina Orsini-Jones","doi":"10.4018/ijcallt.334712","DOIUrl":"https://doi.org/10.4018/ijcallt.334712","url":null,"abstract":"This article discusses Vietnam Virtual EXchange for English Language Teaching (ViVEXELT), a project funded by the British Council - Vietnam (Digital Learning Innovation Fund Pilot – Response to COVID-19). It makes a substantial contribution to the theorization of Virtual Exchange as a fertile and inclusive knowledge-sharing Third Space. ViVEXELT proposes a distinctive internationalization of the curriculum (IoC) model, where students and staff involved in formal ELT courses in higher education collaborate with ELT practitioners from other ELT educational sectors to co-construct Sustainable Development Goals-inspired ELT materials. ViVEXELT attracted over 200 participants from 46 different educational level institutions between June 2021 and March 2022. The rich qualitative data collected illustrate that ViVEXELT supported its participants with developing online interactional and intercultural competence, while also providing them with opportunity to reflect on the learning gains from the pandemic for their future ELT practice, such as the effective use of breakout rooms.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138970733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This mixed-method research was conducted to examine the perceptions of self-learners of English as a foreign language (EFL) toward mobile learning (m-learning) apps. It integrated several constructs from the technology acceptance model (TAM) and constructivist learning theory (CLT) to provide a detailed picture of the learners' perceptions. The study also examined variations in learner perceptions based on their gender and age. A total of 292 participants took part in this research, and data were triangulated from quantitative and qualitative instruments. The findings revealed positive perceptions among the learners toward English m-learning apps as well as a strong and positive relationship between the learners' TAM-based and CLT-based perceptions. Although gender did not significantly affect the learners' perceptions, age did exert some influence on both behavioral intention and actual use of the apps. The study concludes with several pedagogical implications and recommendations for future research.
{"title":"Perceptions of Self-Learners of English Toward Mobile Language Learning","authors":"Nouf Aljasir","doi":"10.4018/ijcallt.334599","DOIUrl":"https://doi.org/10.4018/ijcallt.334599","url":null,"abstract":"This mixed-method research was conducted to examine the perceptions of self-learners of English as a foreign language (EFL) toward mobile learning (m-learning) apps. It integrated several constructs from the technology acceptance model (TAM) and constructivist learning theory (CLT) to provide a detailed picture of the learners' perceptions. The study also examined variations in learner perceptions based on their gender and age. A total of 292 participants took part in this research, and data were triangulated from quantitative and qualitative instruments. The findings revealed positive perceptions among the learners toward English m-learning apps as well as a strong and positive relationship between the learners' TAM-based and CLT-based perceptions. Although gender did not significantly affect the learners' perceptions, age did exert some influence on both behavioral intention and actual use of the apps. The study concludes with several pedagogical implications and recommendations for future research.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138593116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Immersive virtual reality (iVR), an emerging technology, is starting to lead and shape the future of education. Yet, due to technical, financial, or pedagogical reasons, this novel technology has been seldom applied directly in classroom teaching by language learners and teachers. The present study attempts to contribute a qualitative understanding of language learning in the iVR environment from trainee teachers' perspectives. These trainee teachers, armed with basic pedagogical knowledge, designed and practiced teaching with a commercial VR platform. Through analysis of interviews and reflective journals, insights were gathered from the participants who organized teaching in a completely new setting. Findings suggested a great line of contributing and hindering factors of using iVR in language education from teachers' perspectives. Implications are discussed at the end of the article to guide future learning and teaching with immersive technology.
{"title":"Teaching With Immersive Virtual Reality","authors":"Sangmin-Michelle Lee, J. Wu","doi":"10.4018/ijcallt.334362","DOIUrl":"https://doi.org/10.4018/ijcallt.334362","url":null,"abstract":"Immersive virtual reality (iVR), an emerging technology, is starting to lead and shape the future of education. Yet, due to technical, financial, or pedagogical reasons, this novel technology has been seldom applied directly in classroom teaching by language learners and teachers. The present study attempts to contribute a qualitative understanding of language learning in the iVR environment from trainee teachers' perspectives. These trainee teachers, armed with basic pedagogical knowledge, designed and practiced teaching with a commercial VR platform. Through analysis of interviews and reflective journals, insights were gathered from the participants who organized teaching in a completely new setting. Findings suggested a great line of contributing and hindering factors of using iVR in language education from teachers' perspectives. Implications are discussed at the end of the article to guide future learning and teaching with immersive technology.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138618412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Virtual and augmented reality have grown in popularity as learning tools in the workplace in recent years. This study looks at how corporate learners perceive the use of extended reality technology in the workplace. Corporate learners utilise a variety of learning technologies, and their opinions of these resources have an impact on their adoption and learning process. A mixed-methods study was conducted using an online survey and follow-up interviews with the financial services participants (N = 106). The study was guided by the second-generation activity theory and the technology acceptance model (TAM). Findings showed that learners valued immersive technology because it increased teammate involvement and knowledge. However, issues with technological accessibility and incorporation into corporate learning programmes were also raised. According to this study, immersive technology may help with workplace learning, but its advantages and challenges should be taken into account as well. Extended reality (XR) technology offers notable advantages in learning by elevating enjoyment and facilitating a smoother learning experience, which greatly impacts learners' attitudes. However, its implementation in education presents challenges, primarily due to the increased need for resources. Additionally, the learning curve associated with XR technology poses hurdles for both educators and learners. Limited accessibility to virtual reality gear further complicates matters, potentially hindering proficiency and accessibility for learners trying to navigate this technology.
{"title":"Corporate Learners' Perceptions of Extended Reality Technology as a Learning Aid in the Workplace","authors":"Ho Xue Li Shirley, Kean Wah Lee","doi":"10.4018/ijcallt.334363","DOIUrl":"https://doi.org/10.4018/ijcallt.334363","url":null,"abstract":"Virtual and augmented reality have grown in popularity as learning tools in the workplace in recent years. This study looks at how corporate learners perceive the use of extended reality technology in the workplace. Corporate learners utilise a variety of learning technologies, and their opinions of these resources have an impact on their adoption and learning process. A mixed-methods study was conducted using an online survey and follow-up interviews with the financial services participants (N = 106). The study was guided by the second-generation activity theory and the technology acceptance model (TAM). Findings showed that learners valued immersive technology because it increased teammate involvement and knowledge. However, issues with technological accessibility and incorporation into corporate learning programmes were also raised. According to this study, immersive technology may help with workplace learning, but its advantages and challenges should be taken into account as well. Extended reality (XR) technology offers notable advantages in learning by elevating enjoyment and facilitating a smoother learning experience, which greatly impacts learners' attitudes. However, its implementation in education presents challenges, primarily due to the increased need for resources. Additionally, the learning curve associated with XR technology poses hurdles for both educators and learners. Limited accessibility to virtual reality gear further complicates matters, potentially hindering proficiency and accessibility for learners trying to navigate this technology.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138609084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study employs a mixed-methods design to assess the integration of GeoGuessr and problem-based learning (PBL) in enhancing cross-cultural communication skills and cultural sensitivity among English as a foreign language (EFL) learners in a Chinese context. The quantitative phase, utilizing pre- and post-test measurements with Likert scales, shows significant improvements in the cross-cultural communication skills and cultural sensitivity of the experimental group engaged with GeoGuessr and PBL compared to a control group. The qualitative component, involving systematic observations and semi-structured interviews, highlights differences in instructional environments, student interaction, cultural communication skills, sensitivity, and pedagogical strategies between groups and reveals themes related to increased cultural awareness, critical thinking, collaborative learning, and academic engagement. The findings endorse the potential efficacy of GeoGuessr and PBL in EFL settings, enriching EFL pedagogy and suggesting further research pathways.
{"title":"Enhancing Cross-Cultural Communication Skills and Cultural Sensitivity in EFL Students","authors":"Guanzheng Chen","doi":"10.4018/ijcallt.333716","DOIUrl":"https://doi.org/10.4018/ijcallt.333716","url":null,"abstract":"This study employs a mixed-methods design to assess the integration of GeoGuessr and problem-based learning (PBL) in enhancing cross-cultural communication skills and cultural sensitivity among English as a foreign language (EFL) learners in a Chinese context. The quantitative phase, utilizing pre- and post-test measurements with Likert scales, shows significant improvements in the cross-cultural communication skills and cultural sensitivity of the experimental group engaged with GeoGuessr and PBL compared to a control group. The qualitative component, involving systematic observations and semi-structured interviews, highlights differences in instructional environments, student interaction, cultural communication skills, sensitivity, and pedagogical strategies between groups and reveals themes related to increased cultural awareness, critical thinking, collaborative learning, and academic engagement. The findings endorse the potential efficacy of GeoGuessr and PBL in EFL settings, enriching EFL pedagogy and suggesting further research pathways.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139270645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Hoo Keat Wong, Siew Ming Thang, Chee Hao Sue, Rosalind A. K. Ahju, Fung Lan Loo
Based on the cross-channel connections between auditory and pictorial representations, it has been proposed that the presentation of coherent narration along with the picture and text content may enhance children's story comprehension and vocabulary learning. The authors tested 40 four- to five-year-old Malaysian prereaders (17 Malays, 23 Chinese) for story comprehension while observing their eye movements to determine the degree to which the presence of pictures and/or text aids understanding of the narration and influences looking patterns. Both Malay and Chinese prereaders showed no interest in the printed text that was presented alongside the picture on the same page, which is consistent with earlier findings. This suggests that ethnic origins have little influence on how prereaders direct their visual attention to the relevant information for story comprehension. When there was no narration, they fixated longer on the text and less on the image, indicating that a significant amount of mental effort was required to process the words without verbal information. Regardless of stimulus congruency, storytelling performance affected how much children focused on target objects and keywords. More intriguingly, it was found that in Malay prereaders, there was a correlation between story comprehension and vocabulary skills across tasks. Additionally, Malay prereaders who performed well looked at the displayed stimuli longer than Chinese prereaders who performed well, especially when a narrator was presented alongside the visual stimulus. These novel findings are discussed along with their implications for multimedia learning and future research directions.
{"title":"Investigating the Relationship Between Visual Attention, Story Comprehension, and Vocabulary Skills in Malaysian Prereaders","authors":"Hoo Keat Wong, Siew Ming Thang, Chee Hao Sue, Rosalind A. K. Ahju, Fung Lan Loo","doi":"10.4018/ijcallt.332878","DOIUrl":"https://doi.org/10.4018/ijcallt.332878","url":null,"abstract":"Based on the cross-channel connections between auditory and pictorial representations, it has been proposed that the presentation of coherent narration along with the picture and text content may enhance children's story comprehension and vocabulary learning. The authors tested 40 four- to five-year-old Malaysian prereaders (17 Malays, 23 Chinese) for story comprehension while observing their eye movements to determine the degree to which the presence of pictures and/or text aids understanding of the narration and influences looking patterns. Both Malay and Chinese prereaders showed no interest in the printed text that was presented alongside the picture on the same page, which is consistent with earlier findings. This suggests that ethnic origins have little influence on how prereaders direct their visual attention to the relevant information for story comprehension. When there was no narration, they fixated longer on the text and less on the image, indicating that a significant amount of mental effort was required to process the words without verbal information. Regardless of stimulus congruency, storytelling performance affected how much children focused on target objects and keywords. More intriguingly, it was found that in Malay prereaders, there was a correlation between story comprehension and vocabulary skills across tasks. Additionally, Malay prereaders who performed well looked at the displayed stimuli longer than Chinese prereaders who performed well, especially when a narrator was presented alongside the visual stimulus. These novel findings are discussed along with their implications for multimedia learning and future research directions.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135325994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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