<p align="left"> <span style="font-family:Verdana;">Online learning has been on an upward trend for many years and is becoming more and more prevalent every day, consistently presenting...<p align="left"> <span style="font-family:Verdana;">Online learning has been on an upward trend for many years and is becoming more and more prevalent every day, consistently presenting the less privileged parts of our society with an equal opportunity at education. Unfortunately, though, it seldom takes advantage of the new technologies and capabilities offered by the modern World Wide Web. In this article, we present an interactive online platform that provides users with learning activities for students of English as a foreign language. The platform focuses on using audiovisual multimedia content and a user experience (UX) centered approach to provide learners with an enhanced learning experience that aims at improving their knowledge level while at the same time increasing their engagement and motivation to participate in learning. To achieve this, the platform uses advanced techniques, such as interactive vocabulary and pronunciation assistance, mini-games, embedded media, voice recording, and more. In addition, the platform provides educators with analytics about user engagement and performance. In this study, more than 100 young students participated in a preliminary use of the aforementioned platform and provided feedback concerning their experience. Both the platform’s metrics and the user-provided feedback indicated increased engagement and a preference of the participants for interactive audiovisual multimedia-based learning activities.</span> </p>展开更多
At present, one of the important tasks of the ongoing college English teaching reform is to reform the traditional teaching mode,establishing the computer-based multimedia English teaching model. Based on the construc...At present, one of the important tasks of the ongoing college English teaching reform is to reform the traditional teaching mode,establishing the computer-based multimedia English teaching model. Based on the constructivist theory and the second language acquisi-tion theory, teachers who adopt the new teaching model should play multiple roles to maximize the teaching effect, being not only thecourse designer, organizer, but also the guide, helper and facilitator in the process of teaching students to construct knowledge and be en-gaged in classroom activities as well.展开更多
This study examines the effects of different gloss types,namely LI textonly,L2 text-only,LI text plus picture,and L2 text plus picture on vocabulary retention in a multimedia reading environment.This investigation is ...This study examines the effects of different gloss types,namely LI textonly,L2 text-only,LI text plus picture,and L2 text plus picture on vocabulary retention in a multimedia reading environment.This investigation is based on the cognitive theory of multimedia learning and the revised hierarchical model with image.Sixteen participants read a computerized text under one of four gloss conditions and took an immediate and delayed vocabulary retention test.Quantitative analyses in this study were based on responses to a survey,and performance data drawn from the recognition and production tasks in the vocabulary retention test.Qualitative evidence was obtained through interviews with the participants regarding their attitudes to the use of multimedia glosses.Results of this study suggested that LI and L2 did not differ in terms of their effects on vocabulary retention.In addition,a combination of text and picture was more effective than text-only in sustaining recall of the glossed words.Survey and interview responses indicated the participants’mixed opinions about LI and L2 definitions and their strong preferences for pictures.The positive effect of L2 plus picture type glosses for long-term retention suggested the possible important role of mental involvement in the process of L2 vocabulary acquisition.展开更多
文摘<p align="left"> <span style="font-family:Verdana;">Online learning has been on an upward trend for many years and is becoming more and more prevalent every day, consistently presenting the less privileged parts of our society with an equal opportunity at education. Unfortunately, though, it seldom takes advantage of the new technologies and capabilities offered by the modern World Wide Web. In this article, we present an interactive online platform that provides users with learning activities for students of English as a foreign language. The platform focuses on using audiovisual multimedia content and a user experience (UX) centered approach to provide learners with an enhanced learning experience that aims at improving their knowledge level while at the same time increasing their engagement and motivation to participate in learning. To achieve this, the platform uses advanced techniques, such as interactive vocabulary and pronunciation assistance, mini-games, embedded media, voice recording, and more. In addition, the platform provides educators with analytics about user engagement and performance. In this study, more than 100 young students participated in a preliminary use of the aforementioned platform and provided feedback concerning their experience. Both the platform’s metrics and the user-provided feedback indicated increased engagement and a preference of the participants for interactive audiovisual multimedia-based learning activities.</span> </p>
文摘At present, one of the important tasks of the ongoing college English teaching reform is to reform the traditional teaching mode,establishing the computer-based multimedia English teaching model. Based on the constructivist theory and the second language acquisi-tion theory, teachers who adopt the new teaching model should play multiple roles to maximize the teaching effect, being not only thecourse designer, organizer, but also the guide, helper and facilitator in the process of teaching students to construct knowledge and be en-gaged in classroom activities as well.
文摘This study examines the effects of different gloss types,namely LI textonly,L2 text-only,LI text plus picture,and L2 text plus picture on vocabulary retention in a multimedia reading environment.This investigation is based on the cognitive theory of multimedia learning and the revised hierarchical model with image.Sixteen participants read a computerized text under one of four gloss conditions and took an immediate and delayed vocabulary retention test.Quantitative analyses in this study were based on responses to a survey,and performance data drawn from the recognition and production tasks in the vocabulary retention test.Qualitative evidence was obtained through interviews with the participants regarding their attitudes to the use of multimedia glosses.Results of this study suggested that LI and L2 did not differ in terms of their effects on vocabulary retention.In addition,a combination of text and picture was more effective than text-only in sustaining recall of the glossed words.Survey and interview responses indicated the participants’mixed opinions about LI and L2 definitions and their strong preferences for pictures.The positive effect of L2 plus picture type glosses for long-term retention suggested the possible important role of mental involvement in the process of L2 vocabulary acquisition.
