Accelerated English Teaching Methods: The Role of Digital Technology

Autor/in	Fan, Xiaoyan
Titel	Accelerated English Teaching Methods: The Role of Digital Technology
Quelle	In: Journal of Psycholinguistic Research, 52 (2023) 5, S.1545-1558 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0090-6905
DOI	10.1007/s10936-023-09961-4
Schlagwörter	Foreign Countries; Students; English Language Learners; Second Language Instruction; Teaching Methods; Acceleration (Education); Educational Technology; Program Effectiveness; Language Acquisition; Academic Achievement; Scores; Reading Skills; Listening Skills; Writing Skills; Speech Skills; China + Suchen Sie Ihr Suchwort? Ausland; Student; Schüler; Schülerin; Studentin; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Acceleration; Beschleunigung; Unterrichtsmedien; Sprachaneignung; Spracherwerb; Schulleistung; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Mündliche Leistung; Sprachfertigkeit
Abstract	This article presents the impact of digital teaching method in the form of Rosetta Stone program on the quality of English language acquisition. The study involved 320 third-year students who study in the People's Republic of China. Group B post-assessment results show an increase in scores on the four assessment criteria: reading, listening, writing, and speaking after the Rosetta Stone intervention. Reading skills increased by 33.6%, listening by 26.0%, writing by 48.6%, and speaking by 20.5%. Students from group B who were additionally Rosetta Stone users had a 7.4% higher average achievement rate than the control group, which proves the effectiveness of the program in the context of English language learning. Correlations were calculated between the cumulative score of the specific criteria and the general criteria as well as the individual assessment categories, all correlations were positive, weak, medium, or strong. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01