The effects of Embodiment-based TPR approach on student English vocabulary learning achievement, retention and acceptance

Kuo, Fan-Ray; Hsu, Chi-Chih; Fang, Wei-Chieh; Chen, Nian-Shing

doi:10.1016/j.jksuci.2013.10.003

Cited by 34 publications

(19 citation statements)

References 28 publications

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“…In Thai English language instructional systems, many scholars have implemented the flipped classroom model to measure its effect. Based on the research studies, applying flipped classroom technology approach develops learners' English language skills including reading, writing, listening, speaking, and grammar as well (Kuo, Hsu, Fang, & Chen, 2014;Song, 2015;Ahmed, 2016;Chen, Hsieh, Wu, & Marek, 2016). In the flipped classroom, the instructors should provide classroom activities to promote the learning process, such as games, role-plays and small group discussions.…”

Section: How To Integrate the Flipped Classroom Technology Approach Fmentioning

confidence: 99%

Integration in Flipped Classroom Technology Approach to Develop English Language Skills of Thai EFL Learners

Kawinkoonlasate¹

2019

ELT

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The technology of flipped classroom technology approach implies such organization of the educational process in which classroom activities and homework assignments are reversed. Nowadays, the flipped classroom technology approach is altering how we collect information, conduct research, and share data with others in the Thai educational system. New technological tools are changing the education community and how the instructors pass on knowledge to learners. With this new tool, the flipped classroom technology approach is being integrated into the classroom at larger scales in most educational levels, especially in Thailand. With more electronic resources available for instructors, new teaching methodologies are being used to improve both EFL and ESL learners. The aims of this academic paper are to acknowledge the significance of applying the flipped classroom technology approach for instructors and language skill development in learners, to discuss the process of integration into the classroom, and review possible usages with the introduction of flipped approach into the English classroom with regards to reading, writing, listening, and speaking. Throughout this paper, the term flipped classroom technology approach and integration have been defined. An explanation of the use of the flipped approach is given. Previous studies and research on the use of the flipped classroom technology approach, in order to improve English language learning skills, in the classroom have been reviewed and discussed. Positive ways this teaching methodology could be used to assist learners to improve their English language skills are also suggested.

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Section: How To Integrate the Flipped Classroom Technology Approach Fmentioning

confidence: 99%

Integration in Flipped Classroom Technology Approach to Develop English Language Skills of Thai EFL Learners

Kawinkoonlasate¹

2019

ELT

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“…Hung et al (2014) devised learning strategies for learners to engage arm movements as learning stimuli to deal with abstract concepts of fundamental optics and improve their comprehension of the learning content. Many other researchers have also designed learning strategies based on embodied cognition to improve learners' learning performance and decrease cognitive load in terms of learning English, Chinese, mathematics, and functional fitness (Alibali and Nathan 2011;Chen and Fang 2014;Fang et al 2015;Hao et al 2010;Kuo et al 2014;Macedonia et al 2011;McNeill 1992;Sheu and Chen 2014;Sheu et al 2015). These previous studies have suggested that appropriate learning approaches supported by technologies for natural user interaction can help learners in obtaining better learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

Communicating through body: a situated embodiment-based strategy with flag semaphore for procedural knowledge construction

Hung

Hsu

Chen

et al. 2015

Education Tech Research Dev

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Situated learning suggests that knowledge is grounded in and influenced by the learning context, the activity, and the culture. Thus, learning in such situated learning contexts can improve learners' learning performance. Based on embodied cognition and situated learning, this study proposes a situated embodiment-based strategy to help learners learn flag semaphore through real signaling practices with their body movements in a richly perceived learning context. With the support of natural user interface technologies and educational robots, the situated embodiment-based strategy provides a realistic learning context via learners' body movements to help learners easily construct procedural knowledge. In order to evaluate the effects of the situated embodiment-based strategy, a flag semaphore learning activity was designed and a quasi-experiment was conducted with 60 participants. Three variables were assessed, namely practical signaling performance, attention, and cognitive load. The results showed that the situated embodiment-based learning group had significantly higher practical signaling performance and attention, and significantly lower extrinsic cognitive load than the embodiment-based learning group. The findings suggest that the situated embodiment-based learning strategy is an effective design that can improve the procedural knowledge construction and enhance the attention level with the lower extrinsic cognitive load in a learning process.

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“…Assessment methods grounded on students' log files and subsequent learning analytics were identified in 9 studies (21.9%), while other evaluation methods grounded on students' artifacts, students' and teachers' comments or teacher reports were noted only in 3 studies (7.3%). It is also worth mentioning, that a total of 13 studies (31.7%) were grounded exclusively on retrospective and subjective measurements for the evaluation of embodied learning, using pre-post questionnaires (e.g., Birchfield & Johnson-Glenberg, 2010;Jagodziński & Wolski, 2014;Kuo, Hsu, Fang, & Chen, 2014).…”

Section: Research Methods (Rq3)mentioning

confidence: 99%

Embodied Learning in a Digital World: A Systematic Review of Empirical Research in K-12 Education

Georgiou

Ioannou

2019

Smart Computing and Intelligence

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There is a widespread assumption that technology enhanced learning environments, which are grounded on the notion of embodied cognition, can promote learning. Τhe current study reviews the empirical basis of this assumption by examining literature published from 2008 to 2017 which employs embodied learning environments in K-12 education. As part of this study, we review a total of 41 empirical studies and we focus on the type of embodied learning environments utilized, the research methods adopted for their evaluation and the educational contexts in which they are implemented. At the core of this review study, we investigate students' learning gains whilst examining the learning effectiveness of embodied learning environments, as compared to other interfaces and instructional approaches. In general, the review revealed positive outcomes from the use of embodied learning environments in K-12. Most of the reviewed studies were contextualized in K-12 STEM education, adopted gesture-based technologies and evaluated students' learning using retrospective measures grounded on pre-post questionnaires. Cognitive learning outcomes were dominant in the reviewed studies, while the evaluation of affective and psychomotor outcomes received less attention. The majority of the reviewed comparative studies reported that students in the embodied learning condition had increased learning gains, when compared to their counterparts in the control group. However, these findings should be treated with caution due to a set of methodological concerns that this review identified. We conclude this chapter with a synthesis of our findings in the form of emerged implications and we provide a set of guidelines for future research and practice in the field of embodied learning environments.

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The effects of Embodiment-based TPR approach on student English vocabulary learning achievement, retention and acceptance

Cited by 34 publications

References 28 publications

Integration in Flipped Classroom Technology Approach to Develop English Language Skills of Thai EFL Learners

Integration in Flipped Classroom Technology Approach to Develop English Language Skills of Thai EFL Learners

Communicating through body: a situated embodiment-based strategy with flag semaphore for procedural knowledge construction

Embodied Learning in a Digital World: A Systematic Review of Empirical Research in K-12 Education

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