L’examen exploratoire des effets de média dans l’apprentissage du vocabulaire

Hans Giessen

Résumé


L'article contient uniquement les résumés en anglais.


Mots-clés


Computer-based learning; amygdala; hippocampus; vocabulary

Texte intégral :

PDF (English)

Références


Ackerman, R., & Lauterman, T. (2012). Taking Reading Comprehension Exams on Screen or on Paper? A Metacognitive Analysis of Learning Texts under Time Pressure. Computers in Human Behaviour, 28, 1816-1828.

Beatty, K. (2013), Teaching and Researching: Computer-Assisted Language Learning. London: Routledge.

Brandl, K. (2002). Integrating Internet-based Reading Materials Into the Foreign Language Curriculum: From Teacher-to Student-centered. Language Learning and Technology, 6(3), 87-107.

Chun, D. M., & Plass, J. L. (2000). Networked Multimedia Environments for Second Language Acquisition. In M. Warschauer, & R .Kern (Eds.), Network-based Language Teaching: Concepts and Practice (pp, 151-170). New York: Cambridge University Press. DOI: 10.1017/ CBO9781139524735.009.

Clark, R. E. (1994). Media Will Never Influence Learning. Educational Technology Research and Development, 42(2), 21-29. DOI: 10.1007/bf02299088.

Dalton, B., & Grisham D. L. (2011). 10 Ways to Use Technology to Build Vocabulary. LDonline. Retrieved November 28, 2019, from http://www.ldonline.org/article/52248?theme=print.

Dudeney, G., & Hockly, N. (2007). How to Teach English with Technology. Harlow: Pearson.

Giessen, H. (2011). Medien- und medieneffektabhängiges Vokabellernen. Journal of Linguistics and Language Teaching, 2(2), 325-336.

Khatib, M., Hassanzadeh, M., & Rezaei, S. (2011). Vocabulary Learning Strategies of Iranian upper-intermediate EFL learners. International Education Studies, 4(2). DOI: 10.5539/ies.v4n2p144.

Kozma, R. B. (1994). Will Media Influence Learning? Reframing the Debate. Educational Technology Research and Development, 42(2), 7-19.

Mangen, A., Walgermo, B. R., & Brønnick, K. (2013). Reading Linear Texts on Paper versus Computer Screen: Effects on Reading Comprehension. International Journal of Educational Research, 58, 61-68.

McCombs, B. L. (2000). Assessing the Role of Educational Technology in the Teaching and Learning Process: A Learner-centered Perspective. In The Secre-tary’s Conference on Educational Technology 2000. Washington: USA Dept of Education. Retrieved November 28, 2019, from https://archive.org/details/ERIC_ED452830. (White Paper).

Mueller, P. A., & Oppenheimer, D. M. (2014). The Pen Is Mightier Than the Keyboard: Advantages of Longhand Over Laptop Note Taking. Psychological Science, 25(6), 1-10.

Mullamaa, K. (2010), ICT in Language Learning - Benefits and Methodological Implications. International Education Studies, 3, 40-45. DOI: 10.5539/ies.v3n1p38.

Nathan, M., & Robinson, C. (2001). Considerations of Learning and Learning Research: Revisiting the “Media Effects” Debate. Journal of Interactive Learning Research, 12(1), 69-88.

Park, H., Yang, J., & Hsieh, Y. (2014). University Level Second Language Readers’ Online Reading and Comprehension Strategies. Language Learning and Technology, 18(3), 148-172.

Pavičič Takac, V. (2008), Vocabulary Learning Strategies and Foreign Language Acquisition. Clevedon: Multilingual Matters Ltd.

Rasekh, Z., & Ranjbari, R. (2003). Metacognitive Strategy Training for Vocabulary Learning. TESL-EJ, 7, 1-15.

Reeves, T. C. (1998), The Impact of Media and Technology in Schools. Gütersloh: A Research Report Prepared for the Bertelsmann Foundation. Retrieved July 30, 2008, from http://www.athensacademy.org/instruct/media_ tech/reeves0.html.

Sharma, P., & Barrett, B. (2007). Blended Learning. London: Macmillan Publishers.

Stepp-Greany, J. (2002). Student Perceptions on Language Learning in a Technological Environment: Implications for the New Millennium. Language Learning and Technology, 6(1), 165-180. Retrieved January 8, 2018, from http://www.llt.msu. edu/vol6num1/pdf/steppgreany.pdf.

Tanaka, H., Yonesaka, S. M., & Ueno Y. (2015), An E-portfolio to Enhance Sustainable Vocabulary Learning in English. The EuroCALL Review, 23(1). Retrieved January 8, 2018, from http://eurocall.webs.upv.es/index. php?m=menu_00&n=news_23_1#tanaka.

Thomas, M., Reinders, H., & Warschauer, M. (Eds.) (2012), Contemporary Computer-Assisted Language Learning. London, New York: Bloomsbury Academic.

Wästlund, E., Reinikka, H., & Norlander, T. (2005). Effects of VDT and Paper Presentation on Consumption and Production of Information: Psychological and Physiological Factors. Computers in Human Behaviour, 21, 377-394.




DOI: http://dx.doi.org/10.17951/lsmll.2019.43.4.147-154
Date of publication: 2019-12-30 00:00:00
Date of submission: 2019-04-24 15:49:25


Statistiques


Visibilité des résumés - 1534
Downloads (from 2020-06-17) - PDF (English) - 648

Indicateurs



Renvois

  • Il n'y a présentement aucun renvoi.


Droit d'auteur (c) 2020, Hans Giessen

Licence Creative Commons
Ce(tte) œuvre est mise à disposition selon les termes de la Licence Creative Commons Attribution 4.0 International.