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The effect of Hypermedia-assisted in...

Liu, Min.

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The effect of Hypermedia-assisted instruction on second language learning: A semantic-network-based approach.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The effect of Hypermedia-assisted instruction on second language learning: A semantic-network-based approach./
作者:	Liu, Min.
面頁冊數:	198 p.
附註:	Director: W. Michael Reed.
Contained By:	Dissertation Abstracts International53-04A.
標題:	Education, Bilingual and Multicultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9225317

The effect of Hypermedia-assisted instruction on second language learning: A semantic-network-based approach.
Liu, Min.

The effect of Hypermedia-assisted instruction on second language learning: A semantic-network-based approach. - 198 p.

Director: W. Michael Reed.

Thesis (Ed.D.)--West Virginia University, 1992.

Sixty-three non-native English college students participated in the study. ANOVAs and multiple regression analyses were conducted.Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

The effect of Hypermedia-assisted instruction on second language learning: A semantic-network-based approach.
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245 1 0 $a The effect of Hypermedia-assisted instruction on second language learning: A semantic-network-based approach.
300 $a 198 p.
500 $a Director: W. Michael Reed.
500 $a Source: Dissertation Abstracts International, Volume: 53-04, Section: A, page: 1134.
502 $a Thesis (Ed.D.)--West Virginia University, 1992.
520 $a Sixty-three non-native English college students participated in the study. ANOVAs and multiple regression analyses were conducted.
520 $a This study investigated the effect of Hypermedia on enhancing learning. It investigated specifically if Hypermedia-assisted language instruction had any effect on improving vocabulary learning among ESL (English as a second language) students.
520 $a A semantic-network-based approach was used to present and represent information through the technology of Hypermedia. The research questions examined the effect of Hypermedia-assisted instruction on language learning in relation to different learning styles, different computer anxiety levels, and different pre-proficiency levels. Different learning strategies employed by these groups and their attitudes toward computers were also examined.
520 $a The treatment was a semantic-network-based Hypermedia vocabulary learning environment, developed using the videodisc Citizen Kane and the authoring language HyperCard, where learners were flooded in an enriched multidimensional cultural context while focusing on different linguistic features of words such as definitions, parts of speech, sentence examples, video contexts, and relationships with other words.
520 $a The results indicated that the achievement scores of the participants increased significantly from pre-treatment to post-treatment. They not only increased their vocabulary but also improved their ability to use the words appropriately. This finding proves that the semantic-network-based Hypermedia vocabulary learning environment is effective.
520 $a The finding that the participants' anxiety was reduced and that their attitudes improved significantly are consistent with other research on anxiety and attitudes and indicates that anxiety and attitudes are important factors in computer-based instruction.
520 $a Learning style did not have a significant impact on achievement, yet all learning style groups increased their achievement scores significantly. This implies that the semantic-networked-based Hypermedia vocabulary learning environment accommodated learners with different needs. This implication is supported by the different learning strategies employed by the field-independent people and field-dependent people. The results also showed that different achievement groups and anxiety groups used different tools and different learning aids to accomplish their learning tasks which provide evidence that different learning tools are needed for people with different learning characteristics.
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791 $a Ed.D.
792 $a 1992
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