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Journal ArticleDOI: 10.1080/09588221.2019.1604551

Effects of using mobile-based virtual reality on Chinese L2 students’ oral proficiency

04 Mar 2021-Computer Assisted Language Learning (Routledge)-Vol. 34, Iss: 3, pp 225-245
Abstract: This article reports a mixed-methods study about using virtual reality (VR) tools (Google Cardboard and Expeditions) for developing students’ oral proficiency in learning Chinese as a secon...

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Topics: Language proficiency (63%), Google Cardboard (60%), Pronunciation (53%) ... show more

21 results found

Open accessDissertation
01 Mar 2020-
Abstract: Teaching Chinese as a foreign language (henceforth CFL) has undoubtedly grown in popularity worldwide over the past number of years. CFL was first introduced as a module in Irish third-level institutions in the year 2006-2007, around the time when the first Confucius Institutes were founded in Ireland in University College Dublin and University College Cork. In 2014, a short course entitled ‘Chinese Language and Culture’ was introduced to the junior cycle of Irish secondary schools. It was compiled by the National Council for Curriculum and Assessment (NCCA) and provided a set of guidelines for teaching CFL from the beginner level. More recently, in 2017, it was announced that CFL would be introduced as a State-examined subject on the Leaving Certificate curriculum within 10 years. The following describes a quasi-experimental study with a focus on teaching Chinese characters to beginner learners in an Irish secondary school. Approximately 90 participants aged 14-16 years were divided into four groups, whereby each group was taught beginner-level Chinese under one teaching method of focused memorisation (FM), delayed character introduction (DCI), character colour-coding (CCC), or the unity curriculum (UC), which places equal focus on reading, writing, speaking, and listening. Participants were taught for one academic year, during which they conducted four formative evaluations – testing learning progress – and two summative evaluations – testing learning outcomes. These evaluations comprised exercises such as listening dictation, character recall and recognition, using characters in sentences, reordering sentences, and producing Chinese text. Findings from the current study show that a combined methodology of FM, CCC, and UC is possibly beneficial to beginner learners when learning character composition and how to use characters in a variety of contexts, while feedback from participants also demonstrated that the characters were one of the main difficulties in their learning of CFL. Evidence-based recommendations for a future CFL teaching methodology are therefore supplied in the current research, while recommendations for a CFL programme are also discussed.

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Topics: Chinese as a foreign language (55%), Curriculum (53%), Teaching method (52%) ... show more

13 Citations

Journal ArticleDOI: 10.1080/09588221.2020.1750430
Peijian Paul Sun1, Bing Mei2Institutions (2)
Abstract: This study focuses on preservice Chinese-as-a-second/foreign-language (L2 Chinese) teachers with a theoretical perspective based on prior technology acceptance research in the educational context, ...

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Topics: Foreign language (57%), Context (language use) (54%), Educational technology (53%) ... show more

8 Citations

Open accessJournal ArticleDOI: 10.3390/SU13094639
Xinyi Huang1, Di Zou1, Gary Cheng1, Haoran XieInstitutions (1)
21 Apr 2021-Sustainability
Abstract: This paper provided a systematic review of previous Augmented Reality (AR) and Virtual Reality (VR) studies on language learning. A total of 88 articles were selected and analyzed from five perspectives: their ways of integrating AR or VR tools in language learning; main users of AR and VR technologies; major research findings; why AR and VR tools are effective in promoting language learning; and the implications. It was found that (1) immersing learners into virtual worlds is the main approach to language learning in AR and VR studies; (2) university students were the main users of AR/VR technologies; (3) the major research findings concerning the benefits of AR and VR included improvement of students’ learning outcomes, enhancement of motivation, and positive perceptions towards using AR and VR; (4) AR and VR tools promoted language learning through providing immersive learning experience, enhancing motivation, creating interaction, and reducing learning anxiety; and (5) implications identified from previous research include the need of providing training for teachers, enlarging sample sizes, and exploring learner factors such as learner engagement and satisfaction.

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Topics: Virtual reality (56%), Augmented reality (52%), Metaverse (51%) ... show more

5 Citations

Journal ArticleDOI: 10.1080/09588221.2020.1854311
Saman Ebadi1, Marjan Ebadijalal1Institutions (1)
Abstract: This study reports the results of a mixed-methods investigation on the impact of a virtual reality (VR) tool on Iranian EFL learners' willingness to communicate (WTC) and oral proficiency. Twenty u...

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3 Citations

Open accessProceedings ArticleDOI: 10.5753/CBIE.SBIE.2020.532
24 Nov 2020-
Abstract: Many teachers consider vocabulary acquisition to be a low intellectual activity. However, this subject demands substantial time from both teachers and students, since there is a vast number of words to be learned. In this context, one expects that vocabulary acquisition assisted by Immersive Virtual Reality (IVR) could potentially be used as a powerful learning method. Therefore, this paper summarizes the state-of-the-art concerning the use of IVR in vocabulary acquisition through a systematic literature review. The obtained results showed not only that IVR facilitates autonomous learning, but that it can also affect the educational process, pointed out by an increase in its speed, higher effectiveness, positive attitudes, engagement, and motivation on the part of students.

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Topics: Vocabulary (57%)

3 Citations


53 results found

Book ChapterDOI: 10.1016/S0079-7421(08)60422-3
Abstract: Publisher Summary This chapter presents a general theoretical framework of human memory and describes the results of a number of experiments designed to test specific models that can be derived from the overall theory. This general theoretical framework categorizes the memory system along two major dimensions. The first categorization distinguishes permanent, structural features of the system from control processes that can be readily modified or reprogrammed at the will of the subject. The second categorization divides memory into three structural components: the sensory register, the short-term store, and the long-term store. Incoming sensory information first enters the sensory register, where it resides for a very brief period of time, then decays and is lost. The short-term store is the subject's working memory; it receives selected inputs from the sensory register and also from long-term store. The chapter also discusses the control processes associated with the sensory register. The term control process refers to those processes that are not permanent features of memory, but are instead transient phenomena under the control of the subject; their appearance depends on several factors such as instructional set, the experimental task, and the past history of the subject.

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Topics: Sensory memory (60%), Memory map (59%), Memory management (56%) ... show more

6,005 Citations

Open accessBook
01 Jan 1986-
Abstract: Techniques and principles in language teaching , Techniques and principles in language teaching , مرکز فناوری اطلاعات و اطلاع رسانی کشاورزی

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2,149 Citations

18 Jan 2018-
Abstract: The embodied mind : , The embodied mind : , کتابخانه دیجیتال و فن آوری اطلاعات دانشگاه امام صادق(ع)

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Topics: Embodied cognition (56%)

1,841 Citations

Open accessBook
01 Nov 1998-
Abstract: Thesis (Ph.D.)--Massachusetts Institute of Technology, Dept. of Linguistics and Philosophy, 1982.

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Topics: Applied linguistics (78%), Quantitative linguistics (76%), Grammar (63%) ... show more

1,642 Citations

No. of citations received by the Paper in previous years