Retrieving video features for language acquisition

Jeng, Yu-Lin; Wang, Kun-Te; Huang, Yueh‐Min

doi:10.1016/j.eswa.2008.06.117

Cited by 6 publications

(5 citation statements)

References 22 publications

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“…They bring into the classroom a wide range of communicative situations and illustrate new concepts for students, since non-native speakers of a language tend to rely much more on visual clues to support their understanding and learning. This is the case especially when they include specific vocabulary or grammar structures that seem to pose difficulties for students (Jeng, Wang & Huang, 2009). Videos help to promote comprehension, making meaning clearer by highlighting relationships in a way that is not possible with words.…”

Section: Literature Reviewmentioning

confidence: 99%

Students’ Engagement in Online Language Learning Through Short Video Lessons

Azelain¹

2016

Porta Linguarum Revista Interuniversitaria De Didáctica De Las Lenguas Extranjeras

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This research is part of a network for teaching innovation put forward by Universidad Nacional de Educación a Distancia (UNED, Spain), aimed at improving students' foreign language competence through the integration of short video lessons in several language courses. The results show heterogeneity in the different languages, both in the number of videos deemed necessary for the course and the tools preferred for the preparation of the audiovisual material. As for the students' perception of their own progress in language proficiency, they reported an increased motivation and engagement, which resulted in a perceived improvement in their oral skills, lexis and grammar, but not so much in their written production.

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Section: Literature Reviewmentioning

confidence: 99%

Students’ Engagement in Online Language Learning Through Short Video Lessons

Azelain¹

2016

Porta Linguarum Revista Interuniversitaria De Didáctica De Las Lenguas Extranjeras

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“…However, due to the rapid development of media technology, large numbers of videos now are stored in digital format, allowing for the integration of videos in computer-assisted language learning (CALL). Unsurprisingly, with the sheer volume of digital media available via the Internet, videos have been increasingly been used to serve the needs of EFL learners (Chen, Huang, & Chu, 2005;Huang, Chen, Huang, Jeng, & Kuo, 2008;Jeng, Wang & Huang, 2009).…”

Section: Review Of Literaturementioning

confidence: 99%

The Impact of Using Videos on Whole Language Learning in the Efl Context: An Experiment

Mekheimer

2016

مجلة کلية التربية

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Prior research, scant as it may be, indicated that exposure to supplementary video material can be beneficial to whole language development. This study was set to measure improvement gains in aural/oral, reading and writing skills using data from an experiment that was conducted over a period of one academic year. Following an intensive, concentrated exposure to authentic video material accompanying a language skills development remedial programme and extensive videos of some selected dramatized famous literary works, students in an experimental group (n=33) demonstrated statistically significant gains scores over their peers in the control group (n=31) across all skills. This study demonstrated that authentic video, inducing satisfactory viewing comprehension as well as presented in an integrated language skills instruction, is a valuable approach to whole language teaching. The study ended in recommendations and pedagogical implications insightful for curriculum design and teaching theory.

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“…Under the video concordance learning framework, users browse relevant instances of the specific words through the retrieved videos [10]. More specifically, learners not only observe how the keywords are used in the video clips authentically but also benefit for further word usage [11].…”

Section: Introductionmentioning

confidence: 99%

“…This approach can recognize relevant knowledge of collocations but is still lack of complete video scenarios for learners. Another study [11] counts the frequency of words and employs the mutual information (MI) measurement to estimate the intensity of two collocated words. The videos are displayed according to the flagged time duration but without specific standards for making the time duration.…”

Section: Introductionmentioning

confidence: 99%

A Study of Video-based Concordancer on Scene Classification

Fang

Yang

et al. 2011

2011 IEEE 11th International Conference on Advanced Learning Technologies

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Video-based concordancer can be used to provide a scenario that engage context information of studying novel words. Usually, a fixed number of contextual sentences are retrieved accompanying the keywords. However, there may be a lack of complete context for learners to comprehend the keywords in the videos. Few studies have discussed about how the videos are presented to assist learners to use the keywords appropriately, and lead learners to find relevant knowledge effectively. In this paper, a keyword-inscene video concordance (KWIS), which recognizes the scenes in the videos and provides the scene-based clips, is proposed. Each video clip is tagged actual scene type information. Learners are able to query the KWIS system with keywords, phrases, or natural language sentences, and watch relevant scenario clips to understand where the conversation can be carried on. A pilot study was conducted to evaluate the proposed system. The result shows that there is a positive effect on students' comprehension of English phrases while using the system.

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Retrieving video features for language acquisition

Cited by 6 publications

References 22 publications

Students’ Engagement in Online Language Learning Through Short Video Lessons

Students’ Engagement in Online Language Learning Through Short Video Lessons

The Impact of Using Videos on Whole Language Learning in the Efl Context: An Experiment

A Study of Video-based Concordancer on Scene Classification

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