Effect of Learning Methods and Cognitive Characteristics on Preschoolers' Online English Attainment

Autor/inn/en	He, Xiaoli; Li, Yanfang
Titel	Effect of Learning Methods and Cognitive Characteristics on Preschoolers' Online English Attainment
Quelle	In: Education and Information Technologies, 28 (2023) 9, S.11713-11731 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Yanfang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-11551-1
Schlagwörter	Teaching Methods; Cognitive Ability; Preschool Children; Electronic Learning; English (Second Language); English Language Learners; Learning Strategies; Outcomes of Education; Early Childhood Education + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; English as second language; English; Second Language; Englisch als Zweitsprache; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lernleistung; Schulerfolg; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	This research aims to explore the online English learning effects among preschoolers with different cognitive characteristics influenced by different learning methods and the interaction between cognitive characteristics and learning methods. Data are collected by using two 3 × 3 between-subject experiments. Wherein, 248 participants based on Embedded Figure Test are divided into Field Independence (FID), Field Mixed (FM), and Field Dependence (FM) in Study 1, while 247 participants based on the Go-No-Go task are divided into Higher self-control (HSC), Middle self-control (MSC), Lower self-control (LSC) in Study 2. Then, through random assignment, all participants enter three learning method groups, restudy (RS), restudy plus test (RST), and restudy plus test plus feedback (RSTF). In addition, all children were allowed to learn online on the iPad to test their learning outcomes by word recognition, picture-word matching, and picture book recognition tests. As seen from the results, FID children performed better than FM and FD children, but their learning outcomes were not affected by the learning methods. FM and FD children performed better when adopting the RSTF learning method. However, for children with different levels of self-control, no differences are found despite their learning methods. Given the above, the "fit/match" between children's cognitive style and online learning methods are effective in maximizing learning effects for preschoolers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01