Long-term Memory of Foreign-word Learning by Short Movies for iPods

Amemiya, Satoko; Hasegawa, Kazunori; Kaneko, Keiichi; Miyakoda, Haruko; Tsukahara, Wataru

doi:10.1109/icalt.2007.179

Cited by 8 publications

(3 citation statements)

References 2 publications

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“…Moreover, the outcomes of this research are in line with Barton et al (2018) , who verified the positive impacts of using social media on students’ motivation, attention, and academic performances. The findings of other studies carried out by Azabdaftari and Mozaheb (2012) , Amemiya et al (2007) , Tozcu and Coady (2004) Chen et al (2008) , and Basoglu and Akdemir (2010) are similar to our findings.…”

Section: Discussionsupporting

confidence: 93%

Social media and academic success: Impacts of using telegram on foreign language motivation, foreign language anxiety, and attitude toward learning among EFL learners

Zhao

Wang²,

Ismail³

et al. 2022

Front. Psychol.

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Concerning the ubiquity of social media, this research tried to examine the impacts of using Telegram on Iranian EFL learners’ foreign language motivation, foreign language anxiety, and attitude toward learning. To achieve these purposes, 60 Iranian EFL learners at the intermediate level were selected and randomly divided into two groups: experimental and control. After that, both groups were pretested on motivation and anxiety variables. After pretesting, the participants in the experimental class received treatment via using the Telegram application, and the control students were trained traditionally without using any social media. After an 18-session instruction, a post-test of motivation and a post-test of anxiety were given to both groups, and also an attitude questionnaire was distributed among the experimental group to inspect their attitudes toward the Telegram application in language learning. The results of using two one-way ANCOVA tests showed significant differences between the post-tests of the control and experimental groups in favor of the experimental group. The findings demonstrated that using the Telegram application increased the motivation of the experimental group and decreased their level of foreign language anxiety. Also, the results of one sample t-test showed that the participants of the experimental group held positive attitudes toward using the Telegram application in English language learning. The implications of this research can encourage both teachers and learners to use social media-based instruments in English teaching and learning.

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Section: Discussionsupporting

confidence: 93%

Social media and academic success: Impacts of using telegram on foreign language motivation, foreign language anxiety, and attitude toward learning among EFL learners

Zhao

Wang²,

Ismail³

et al. 2022

Front. Psychol.

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“…With the advent of computers, new tools for studying vocabulary have been presented. Particularly, E-Learning based on mobile devices is getting more and more popular as a way of learning a foreign language (Amemiya et al, 2007). Employing mobile devices in vocabulary learning is an ideal way of studying because the mobility and portability of these devices provide the users with a ubiquitous environment, where they can study whenever and wherever they like.…”

Section: Introductionmentioning

confidence: 99%

Effective learning material for mobile devices: Visual data vs. Aural data vs. Text data

Miyakoda¹,

Kaneko²,

Ishikawa³

2011

JLCL

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According to previous studies, visual data help to enhance vocabulary learning in a foreign language (e.g. Yeh and Wang 2003). However, it is not easy to create visual data for all lexical items. Particularly, we encounter problems when dealing with abstract words.In this paper, we report on two experiments that tested the learning effects of four types of materials for mobile devices that were based on the following contents: 1. translation only, 2. aural data only, 3. visual data only, 4. aural and visual data. In Experiment 1, the 59 subjects were instructed to memorize the lexical items that were stored in 4 different types mentioned above, and vocabulary tests were administered in order to measure the memory retention rate of the meaning of each word.Contrary to previous findings, the material employing aural data only drew out the best results. In addition, the material employing just translation scored better or did as well as either the translation + visual data or the translation + visual + aural data. This implies that contrary to claims found in the literature, visual data may not be so significant a factor in vocabulary learning. However, the difference was not statistically significant. In order to test the validity of this result, we conducted Experiment 2, following similar procedures. 40 subjects participated in the experiment. This time, again, visual data did not seem to provide much aid in facilitating vocabulary attainment, since the mean test scores were similar between translation only and translation + visual material.The results from these two experiments suggest that contrary to claims in the literature, we may not need to rely too much on visual data in vocabulary attainment. Furthermore, material based on text data only may also prove to be an effective means of learning vocabulary in a foreign language.

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“…Amemiya et al implemented a mobile vocabulary learning system PHI (Personal Handy Instructor), which combines a PC and an iPod, and verified its effectiveness [1]. Ishikawa et al developed the PSI (Personal SuperImposer) system, which helps users to create their own materials for PHI [2].…”

Section: Introductionmentioning

confidence: 99%

Effective Materials for Abstract Words in Foreign Vocabulary Learning

Kayama

Kaneko

Miyakoda

et al. 2010

2010 6th IEEE International Conference on Wireless, Mobile, and Ubiquitous Technologies in Education

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In an autonomous and collaborative learning environment where learners participate in learning material creation, it is difficult to accumulate materials for abstract words. In this study, we first define the abstraction level of words as well as its measurement method. Next, we prove that learners feel it difficult to create materials for abstract words. Finally, we pre-pare materials based on still images and movies, and compare their learning effect with respect to the abstraction levels of corresponding words to find effective materials for abstract words.

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Long-term Memory of Foreign-word Learning by Short Movies for iPods

Cited by 8 publications

References 2 publications

Social media and academic success: Impacts of using telegram on foreign language motivation, foreign language anxiety, and attitude toward learning among EFL learners

Social media and academic success: Impacts of using telegram on foreign language motivation, foreign language anxiety, and attitude toward learning among EFL learners

Effective learning material for mobile devices: Visual data vs. Aural data vs. Text data

Effective Materials for Abstract Words in Foreign Vocabulary Learning

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