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E-Learning in ESL Curriculum

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Gulinna A

on 10 November 2011

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Transcript of E-Learning in ESL Curriculum

Dual Coding Theory Logogens Imagens associations and hierarchies part-whole Sensory System referential connections verbal processes nonverbal processes Cognitive Theory of Multimedia Learning ESL Software dog pet Beans cat Ky human's friend loyal Multimedia Learning Hard Time... Text book film CAI: computer-assisted instruction teacher-based modes of instruction multimedia learning environment research-based theory of
how students learn user= Student 3 Cognitive Processes use auditory narrative and
animation at the same time selecting organizing integrating 5 principles designer teacher multimedia effect contiguity effect split-attention
effect individual
differences redundancy effect "use few" coherent priciple learning words? evaluation mobile learning multimedia learning collaborative learning mobile device flexibility -Learning in ESL Curriculum blog-assisted language learning writing interactions with "bloggers" writing interactions with "bloggers" online learning distance learning difference few instructions Mobile Learning Collaborative learning Multimedia Learning The average score on the pre-test was 15/20. The post-test was given immediately following the completion of the ten assigned grammar units. The post-test average was 17.7/20. A retention test, in the same format, was given to the students one week later. The average score was 18/20. -- Ally, M., Schafer, S., Cheung, B., McGreal, R., & Tin, T. (2007). Use of mobile learning technology to train ESL adults. mlearn Melbourne, 5–12. The main reason given for the least preference for matching-type questions was inconvenience. Matching-type questions posed a need for frequent scrolling back and forth as the screen was too small to fit everything on one screen. -- Ally, M., Schafer, S., Cheung, B., McGreal, R., & Tin, T. (2007). Use of mobile learning technology to train ESL adults. mlearn Melbourne, 5–12. Social Constructivist theory the construction of knowledge is not merely isolated and wholly internal but rather, knowledge is constructed in a social context through interactions with others. -- Bakar, N. A., Latif, H., & YA’ACOB, A. (2010). ESL Students feedback on the use of blogs for language learning. 3L: The Southeast Asian Journal of English Language Studies, 16(1), 120–141. Murugaiah, P., & Thang, S. M. (2010). Development of interactive and reflective learning among Malaysian online distant learners: An ESL instructor’s experience. The International Review of Research in Open and Distance Learning, 11(3), 21–41. Reference: - Mayer, R. E. (2005). Cognitive theory of multimedia learning. The Cambridge handbook of multimedia learning, 31–48.
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