Optimising Vocabulary Retention Through the Use of Technology-Based Tools
Presenter: Ha Tran
start
Presentation
Index
Research Questions
Settings & Participants
Literature Review
Data analysis
Results
Discussions
Presentation
Literature Review
1939
Herbert F. Spitzer: provide valuable effectiveness of active recall
The Effectiveness of Active Recall in Vocabulary Learning
2011
Jeffery D.:learning just once and trying to remember to point out the main ideas is better than re-learning
2013
Dunlosky J. et al.:active recall (or testing) is a technique that has high utility and requires minimal training
2014
Joy Xu et al.:retrieval practice turns out to be under-utilised
Presentation
Literature Review
1880-1885
Ebbinghaus: Conducting classic experiment on forgetting, became one of the most important early experiments in psychology. Ebbinghaus was also the first person to introduce the forgetting curve theory.
Spaced Repetition and the Forgetting Curve Theory
2011
Jeffery D.:Repeated learning (or stuyding in four consecutive periods) produces better outcomes (compared to learning just once).
2015
Jaap M. J. Murre & Joeri Dros:The results of this study are quite similar to Ebbinghaus' study and some prior researches (such as Heller, Mack & Seitz 1991) (despite some dissimilarities).
2020
Zaidi A., Caines A., Moore R., Buttery P., and Rice A.:More complex words are forgotten faster, hence being the important feature in modelling the forgetting curve.
Presentation
Literature Review
2017
Abdul Rabu, Siti Nazleen & Talib, Zuliana:Digital game-based learning method have the potential to be a solution to the problem pertaining to low performance or vocabulary mastery.
Utilising Gamification Tools in Vocabulary Learning
2019
Orhan Göksün D. & Gürsoy G,:Gamification is an effective method for formative assessment and enhance student engagement.
2021
Rahmah Fithriani:confirmed the benefits of mobile-assisted gamification for their vocabulary learning in three aspects: learning outcomes, enjoyment, and motivation
Aynur Aksel:Quizlet, an effective web-based mobile learning medium, is motivating, enjoyable, useful for vocabulary learning.
Presentation
Sesiones de aprendizaje / 02
Reseach Questions
When combining Quizlet with Google Sheets - a manual tool for scheduling spaced repetition study sessions, does it bring the same effectiveness as just studying with Quizlet and having to remember the study schedule?
Presentation
The Study
Settings and Participants
- Convenience sampling: 44 IELTS students (level B1-B2) - Divide into 2 groups: + Experimental group: 22 students (who will use the Google Sheets learning schedule) + Control group: 22 students (who will NOT use the Google Sheets learning schedule, and have to remember when to re-learn by themselves)
Presentation
The Study
Settings and Participants
STEPS: 1. Pre-Test: 50 questions (short-answer questions) 2. Assign a Quizlet set (50 vocab, level B2-C1). Duration for learning the Quizlet set: 11 days (three learning intervals) 3. Post-Test: 50 questions (short-answer and multiple choice questions)
+ info
Presentation
The Study
Data Collection and Analysis
The analyses were done through JASP, a reliable tool to do statistics, with structural support from University of Amsterdam.
Presentation
Results
There are some differences between the two groups, but they are not noticeable.
In particular: PRE-TEST: mean value: - Control group: 28.32 - Experimental group: 26.05 POST-TEST: mean value - Control group: 43.55 - Experimental group: 43.59 Students using Google Sheets are more likely to remember more vocabulary.
+ info
Presentation
Discussions and Suggestions
What can these results be applied into real-life practices?
Re-learning in intervals benefits students, whether they use tools to follow their learning schedule or not.
Flashcards and interval revision benefits vocabulary learning.
Technology-based tools should be applied into classrooms more.
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Transcript
Optimising Vocabulary Retention Through the Use of Technology-Based Tools
Presenter: Ha Tran
start
Presentation
Index
Research Questions
Settings & Participants
Literature Review
Data analysis
Results
Discussions
Presentation
Literature Review
1939
Herbert F. Spitzer: provide valuable effectiveness of active recall
The Effectiveness of Active Recall in Vocabulary Learning
2011
Jeffery D.:learning just once and trying to remember to point out the main ideas is better than re-learning
2013
Dunlosky J. et al.:active recall (or testing) is a technique that has high utility and requires minimal training
2014
Joy Xu et al.:retrieval practice turns out to be under-utilised
Presentation
Literature Review
1880-1885
Ebbinghaus: Conducting classic experiment on forgetting, became one of the most important early experiments in psychology. Ebbinghaus was also the first person to introduce the forgetting curve theory.
Spaced Repetition and the Forgetting Curve Theory
2011
Jeffery D.:Repeated learning (or stuyding in four consecutive periods) produces better outcomes (compared to learning just once).
2015
Jaap M. J. Murre & Joeri Dros:The results of this study are quite similar to Ebbinghaus' study and some prior researches (such as Heller, Mack & Seitz 1991) (despite some dissimilarities).
2020
Zaidi A., Caines A., Moore R., Buttery P., and Rice A.:More complex words are forgotten faster, hence being the important feature in modelling the forgetting curve.
Presentation
Literature Review
2017
Abdul Rabu, Siti Nazleen & Talib, Zuliana:Digital game-based learning method have the potential to be a solution to the problem pertaining to low performance or vocabulary mastery.
Utilising Gamification Tools in Vocabulary Learning
2019
Orhan Göksün D. & Gürsoy G,:Gamification is an effective method for formative assessment and enhance student engagement.
2021
Rahmah Fithriani:confirmed the benefits of mobile-assisted gamification for their vocabulary learning in three aspects: learning outcomes, enjoyment, and motivation
Aynur Aksel:Quizlet, an effective web-based mobile learning medium, is motivating, enjoyable, useful for vocabulary learning.
Presentation
Sesiones de aprendizaje / 02
Reseach Questions
When combining Quizlet with Google Sheets - a manual tool for scheduling spaced repetition study sessions, does it bring the same effectiveness as just studying with Quizlet and having to remember the study schedule?
Presentation
The Study
Settings and Participants
- Convenience sampling: 44 IELTS students (level B1-B2) - Divide into 2 groups: + Experimental group: 22 students (who will use the Google Sheets learning schedule) + Control group: 22 students (who will NOT use the Google Sheets learning schedule, and have to remember when to re-learn by themselves)
Presentation
The Study
Settings and Participants
STEPS: 1. Pre-Test: 50 questions (short-answer questions) 2. Assign a Quizlet set (50 vocab, level B2-C1). Duration for learning the Quizlet set: 11 days (three learning intervals) 3. Post-Test: 50 questions (short-answer and multiple choice questions)
+ info
Presentation
The Study
Data Collection and Analysis
The analyses were done through JASP, a reliable tool to do statistics, with structural support from University of Amsterdam.
Presentation
Results
There are some differences between the two groups, but they are not noticeable.
In particular: PRE-TEST: mean value: - Control group: 28.32 - Experimental group: 26.05 POST-TEST: mean value - Control group: 43.55 - Experimental group: 43.59 Students using Google Sheets are more likely to remember more vocabulary.
+ info
Presentation
Discussions and Suggestions
What can these results be applied into real-life practices?
Re-learning in intervals benefits students, whether they use tools to follow their learning schedule or not.
Flashcards and interval revision benefits vocabulary learning.
Technology-based tools should be applied into classrooms more.