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Using Multivariate Statistics

How to Do Things With Words

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Qualitative research for education: An introduction to theories and methods

Principles of Language Learning and Teaching

語用論(Pragmatics)を考える

Mobile phones as new addition to information and communication technologies have created new ways to help learners in the process of foreign language learning. Given the importance of academic vocabularies for university students, this study tried to investigate the effectiveness of SMS on Iranian university students’ vocabulary learning and retention. To this end forty five university freshman students with upper intermediate proficiency level were chosen to take part in this study. During 16 weeks of experiment, the participants of the experimental group (N = 28) were taught 320 head words from the Academic Word List (Coxhead, 2000) via SMS. During the same period of time the participants of the control group (N=17) were taught the same words by using dictionary. At the end, both groups were given a vocabulary test from Academic Word List, to see the effect of SMS on their vocabulary learning and the scores of each group were compared employing an independent t-test. The result of the t-test showed both groups had improved in the post- test. Although there was not any significant difference between the groups in the post- test, the result of the delayed post- test showed that SMS had more significant effect on vocabulary retention compared to using dictionary, and the experimental group outperformed the control group. The result of this study can have pedagogical implication for language teachers, in that they can use SMS as a useful way to help their students to retain vocabularies in their long term memory.

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Successful Learning of Academic Word List via MALL: Mobile Assisted Language Learning.

This paper presents the effect of robotics assisted language learning (RALL) on the vocabulary learning and retention of Iranian English as foreign language (EFL) junior high school students in Teh...

Employing Humanoid Robots for Teaching English Language in Iranian Junior High-Schools

This study aimed to examine the effect of robot assisted language learning (RALL) on the anxiety level and attitude in English vocabulary acquisition amongst Iranian EFL junior high school students. Forty-six female students, who were beginners at the age of 12, participated in this study and were randomly assigned into two groups of RALL (30 students) and non-RALL (16 students). The textbook, the materials, as well as the teacher were the same in the two groups. However in the RALL group, the treatment was given by a teacher accompanied by a humanoid robot assistant. Two questionnaires of anxiety and attitude were utilized to measure the students’ anxiety and attitude (Horwitz et al. 1986; Alemi and Alipour 2012). The results of descriptive and t tests indicated that there was lower anxiety and a more positive attitude towards English vocabulary acquisition in the RALL group compared with those in the non-RALL group. The study showed that the students in the RALL group had great fun in the learning process; they also believed they were learning more effectively, which helped them boost their motivation in the long run. The present study provides new insights into the use of technology in the language classroom, suggesting that teachers and material developers should integrate technology into the language learning process.

The Impact of Social Robotics on L2 Learners’ Anxiety and Attitude in English Vocabulary Acquisition

This paper propounds a novel approach by exploring the effect of utilizing a social humanoid robot as a therapy-assistive tool in dealing with pediatric distress. The study aims to create a friendship bond between a humanoid robot and young oncology patients to alleviate their pain and distress. Eleven children, ages 7–12, diagnosed with cancer were randomly assigned into two groups: a social robot-assisted therapy (SRAT) group with 6 kids and a psychotherapy group with five kids at two specialized hospitals in Tehran. A NAO robot was programmed and employed as a robotic assistant to a psychologist in the SRAT group to perform various scenarios in eight intervention sessions. These sessions were aimed at instructing the children about their affliction and its symptoms, sympathizing with them, and providing a space for them to express their fears and worries. The same treatment was conducted by the psychologist alone on the control group. The children’s anxiety, anger, and depression were measured with three standard questionnaires obtained from the literature before and after the treatment (March et al., in J Am Acad Child Adolesc Psychiatry 36:554–565, 1997; Nelson and Finch, in Children’s inventory of anger, 2000; Kovacs, in Psychopharmacol Bull 21:995–1124, 1985). The results of descriptive statistics and MANOVA indicated that the children’s stress, depression, and anger were considerably alleviated during SRAT treatment and significant differences were observed between the two groups. Considering the positive reactions from the children to the robot assistant’s presence at the intervention sessions, and observing the numerical results, one can anticipate that utilizing a humanoid robot with different communication abilities can be beneficial, both in elevation of efficacy in interventions, and fomenting kids to be more interactive and cooperative in their treatment sessions. In addition, employing the humanoid robot was significantly useful in teaching children about their affliction and instructing them in techniques such as: relaxation or desensitization in order to help them confront and manage their distress themselves and take control of their situation.

Clinical Application of a Humanoid Robot in Pediatric Cancer Interventions

The vitality of the ability to think critically is now widely recognized among educators and assessors. Critical thinking is defined as the ability to discipline thinking through efficient information processing (Paul, 1990; cited in Longman, Atkinson & Breeden, 1997). This study aimed at uncovering the extent to which the reading section of a ubiquitous standardized test of English language proficiency, namely TOEFL, engages the critical thinking ability of test takers. To this end, 83 advanced EFL learners completed the Watson-Glaser Critical Thinking Appraisal (1980), and the results were correlated with their scores on the reading section of Paper-Based TOEFL (PBT). The findings indicated a statistically significant advantage for those with greater critical thinking skills. Implications relate to the need to incorporate critical reading strategy training in PBT reading preparatory courses and other EFL reading programs. This way, the quality of Measurement-driven Reading Instruction and other EFL reading courses can be improved with a broader goal in mind, that of enhancing critical thinking among learners. Moreover, some of the objections lodged against the idea of teaching to the test, as the prevailing practice today, would be, to some extent, met.

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Minoo Alemi

Papers

Successful Learning of Academic Word List via MALL: Mobile Assisted Language Learning.

Employing Humanoid Robots for Teaching English Language in Iranian Junior High-Schools

The Impact of Social Robotics on L2 Learners’ Anxiety and Attitude in English Vocabulary Acquisition

Clinical Application of a Humanoid Robot in Pediatric Cancer Interventions

The Relationship between Test Takers‟ Critical Thinking Ability and their Performance on the Reading Section of TOEFL