Fostering Conceptual Understanding through Computer-Based Animated Schematic Diagrams and Cue Contrast

Autor/in	Wong, Man Ho Ivy
Titel	Fostering Conceptual Understanding through Computer-Based Animated Schematic Diagrams and Cue Contrast
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 57 (2023) 4, S.1309-1338 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wong, Man Ho Ivy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.3195
Schlagwörter	Teaching Methods; Concept Formation; Computer Assisted Instruction; Comparative Analysis; Instructional Effectiveness; Grammar; Language Tests; Decision Making; Language Usage; Form Classes (Languages); English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Visual Aids; Feedback (Response); Cues; Error Correction; China + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Computer based training; Computerunterstützter Unterricht; Unterrichtserfolg; Grammatik; Language test; Sprachtest; Decision-making; Entscheidungsfindung; Sprachgebrauch; Analytischer Sprachbau; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Anschauungsmaterial; Stichwort; Korrektur
Abstract	Informed by two usage-based approaches, this study investigated to what extent different types of computer-based training facilitated English preposition learning among intermediate Chinese learners of English. The design of the pedagogical materials was informed by the cognitive linguistics (CL) framework while the training format was motivated by the competition model (MacWhinney, 1997). A total of 91 participants were randomly assigned to one of four types of computer-based training: animated schematic diagrams with CL explanations, rules, and exemplars (i.e., rule-of-thumb definitions with three example sentences), correctness feedback (i.e., correct vs. incorrect), and the control, who received training on English Articles. For the three prepositional treatment groups, two layers of mediation were provided: (i) implicit prompts to guide decision making in selecting the correct preposition and (ii) explicit feedback on the selection. Results showed that the computer-based training was effective across the three treatment groups, as measured by an untimed grammaticality judgment test and a picture elicitation test. Additionally, on the picture elicitation test, the schematic mediation group outperformed the rule and exemplar mediation group at the posttest and the correctness mediation group at the delayed posttest respectively. The data suggest there is a need to introduce various assessment task types to capture a more holistic understanding of participants' L2 development. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01