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learning tasks.</title> <meta name="description" content="Search results for: Language learning tasks."> <meta name="keywords" content="Language learning tasks."> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button 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action="https://publications.waset.org/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="Language learning tasks."> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 3073</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Language learning tasks.</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3073</span> Models and Metamodels for Computer-Assisted Natural Language Grammar Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Evgeny%20Pyshkin">Evgeny Pyshkin</a>, <a href="https://publications.waset.org/search?q=Maxim%20Mozgovoy"> Maxim Mozgovoy</a>, <a href="https://publications.waset.org/search?q=Vladislav%20Volkov"> Vladislav Volkov</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The paper follows a discourse on computer-assisted language learning. We examine problems of foreign language teaching and learning and introduce a metamodel that can be used to define learning models of language grammar structures in order to support teacher/student interaction. Special attention is paid to the concept of a virtual language lab. Our approach to language education assumes to encourage learners to experiment with a language and to learn by discovering patterns of grammatically correct structures created and managed by a language expert.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Computer-assisted%20instruction" title="Computer-assisted instruction">Computer-assisted instruction</a>, <a href="https://publications.waset.org/search?q=Language%20learning" title=" Language learning"> Language learning</a>, <a href="https://publications.waset.org/search?q=Natural%20language%20grammar%20models" title=" Natural language grammar models"> Natural language grammar models</a>, <a href="https://publications.waset.org/search?q=HCI." title=" HCI."> HCI.</a> </p> <a href="https://publications.waset.org/10000114/models-and-metamodels-for-computer-assisted-natural-language-grammar-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10000114/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10000114/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10000114/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10000114/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10000114/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10000114/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10000114/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10000114/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10000114/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10000114/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10000114.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2194</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3072</span> Grading and Sequencing Tasks in Task-Based Syllabus: A Critical Look at Criterion Selection</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Hossein%20Ahmadi">Hossein Ahmadi</a>, <a href="https://publications.waset.org/search?q=Ogholgol%20Nazari"> Ogholgol Nazari </a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The necessity of grading and sequencing tasks has led to the development of different criteria in this regard. However, appropriateness of these criteria in different situations is less discussed. This paper attempts to shed more light on the priority of different criteria in relation with different factors including learners, teachers, educational, and cultural factors.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Criteria" title="Criteria">Criteria</a>, <a href="https://publications.waset.org/search?q=Grading" title=" Grading"> Grading</a>, <a href="https://publications.waset.org/search?q=Sequencing" title=" Sequencing"> Sequencing</a>, <a href="https://publications.waset.org/search?q=Language%20learning%20tasks." title=" Language learning tasks."> Language learning tasks.</a> </p> <a href="https://publications.waset.org/9997582/grading-and-sequencing-tasks-in-task-based-syllabus-a-critical-look-at-criterion-selection" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9997582/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9997582/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9997582/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9997582/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9997582/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9997582/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9997582/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9997582/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9997582/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9997582/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9997582.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">6657</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3071</span> A Computer Model of Language Acquisition – Syllable Learning – Based on Hebbian Cell Assemblies and Reinforcement Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sepideh%20Fazeli">Sepideh Fazeli</a>, <a href="https://publications.waset.org/search?q=Fariba%20Bahrami"> Fariba Bahrami</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Investigating language acquisition is one of the most challenging problems in the area of studying language. Syllable learning as a level of language acquisition has a considerable significance since it plays an important role in language acquisition. Because of impossibility of studying language acquisition directly with children, especially in its developmental phases, computer models will be useful in examining language acquisition. In this paper a computer model of early language learning for syllable learning is proposed. It is guided by a conceptual model of syllable learning which is named Directions Into Velocities of Articulators model (DIVA). The computer model uses simple associational and reinforcement learning rules within neural network architecture which are inspired by neuroscience. Our simulation results verify the ability of the proposed computer model in producing phonemes during babbling and early speech. Also, it provides a framework for examining the neural basis of language learning and communication disorders. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Brain%20modeling" title="Brain modeling">Brain modeling</a>, <a href="https://publications.waset.org/search?q=computer%20models" title=" computer models"> computer models</a>, <a href="https://publications.waset.org/search?q=language%0Aacquisition" title=" language acquisition"> language acquisition</a>, <a href="https://publications.waset.org/search?q=reinforcement%20learning." title=" reinforcement learning."> reinforcement learning.</a> </p> <a href="https://publications.waset.org/13687/a-computer-model-of-language-acquisition-syllable-learning-based-on-hebbian-cell-assemblies-and-reinforcement-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/13687/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/13687/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/13687/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/13687/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/13687/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/13687/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/13687/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/13687/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/13687/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/13687/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/13687.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1590</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3070</span> Computer Aided Language Learning System for Arabic for Second Language Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Osama%20Abufanas">Osama Abufanas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper aims to build an Arabic learning language tool using Flash CS4 professional software with action script 3.0 programming language, based on the Computer Aided Language Learning (CALL) material. An extra intention is to provide a primary tool and focus on learning Arabic as a second language to adults. It contains letters, words and sentences at the first stage. This includes interactive practices, which evaluates learners’ comprehension of the Arabic language. The system was examined and it was found that the language structure was correct and learners were satisfied regarding the system tools. The learners found the system tools efficient and simple to use. The paper's main conclusion illustrates that CALL can be applied without any hesitation to second language learners</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Arabic%20Language" title="Arabic Language">Arabic Language</a>, <a href="https://publications.waset.org/search?q=Computer%20Aided%20Language%20Learning%20%28CALL%29" title=" Computer Aided Language Learning (CALL)"> Computer Aided Language Learning (CALL)</a>, <a href="https://publications.waset.org/search?q=Learner" title=" Learner"> Learner</a>, <a href="https://publications.waset.org/search?q=Material." title=" Material."> Material.</a> </p> <a href="https://publications.waset.org/9996879/computer-aided-language-learning-system-for-arabic-for-second-language-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9996879/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9996879/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9996879/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9996879/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9996879/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9996879/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9996879/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9996879/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9996879/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9996879/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9996879.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2728</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3069</span> Socioculture and Cognitivist Perspectives on Language and Communication Barriers in Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=David%20Hallberg">David Hallberg</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>It is believed that major account on language diversity must be taken in learning, and especially in learning using ICT. This paper-s objective is to exhibit language and communication barriers in learning, to approach the topic from socioculture and cognitivist perspectives, and to give exploratory solutions of handling such barriers. The review is mainly conducted by approaching the journal Computers & Education, but also an initially broad search was conducted. The results show that not much attention is paid on language and communication barriers in an immediate relation to learning using ICT. The results shows, inter alia, that language and communication barriers are caused because of not enough account is taken on both the individual-s background and the technology.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=communication%20barriers" title="communication barriers">communication barriers</a>, <a href="https://publications.waset.org/search?q=cognitive" title=" cognitive"> cognitive</a>, <a href="https://publications.waset.org/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/search?q=language%20barriers" title=" language barriers"> language barriers</a>, <a href="https://publications.waset.org/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/search?q=socioculture" title=" socioculture"> socioculture</a> </p> <a href="https://publications.waset.org/13753/socioculture-and-cognitivist-perspectives-on-language-and-communication-barriers-in-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/13753/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/13753/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/13753/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/13753/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/13753/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/13753/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/13753/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/13753/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/13753/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/13753/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/13753.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2359</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3068</span> On a Theoretical Framework for Language Learning Apps Evaluation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Juan%20Manuel%20Real-Espinosa">Juan Manuel Real-Espinosa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper addresses the first step to evaluate language learning apps: what theoretical framework to adopt when designing the app evaluation framework. The answer is not just one, since there are several options that could be proposed. However, the question to be clarified is to what extent the learning design of apps is based on a specific learning approach, or on the contrary, on a fusion of elements from several theoretical proposals and paradigms, such as m-learning, Mobile Assisted Language Learning and a number of theories about language acquisition. The present study suggests that the reality is closer to the second assumption. This implies that the theoretical framework against which the learning design of the apps should be evaluated, must also be a hybrid theoretical framework, which integrates evaluation criteria from the different theories involved in language learning through mobile applications.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Action-oriented%20approach" title="Action-oriented approach">Action-oriented approach</a>, <a href="https://publications.waset.org/search?q=apps%20evaluation" title=" apps evaluation"> apps evaluation</a>, <a href="https://publications.waset.org/search?q=mobile-assisted%20language%20learning" title=" mobile-assisted language learning"> mobile-assisted language learning</a>, <a href="https://publications.waset.org/search?q=post-method%20pedagogy." title=" post-method pedagogy."> post-method pedagogy.</a> </p> <a href="https://publications.waset.org/10012837/on-a-theoretical-framework-for-language-learning-apps-evaluation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012837/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012837/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012837/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012837/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012837/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012837/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012837/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012837/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012837/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012837/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012837.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">585</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3067</span> Japanese Language Learning Strategies Based on Gender by Japanese Learners in North Sulawesi Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sherly%20Ferro%20Lensun">Sherly Ferro Lensun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Strategies influence the language abilities of both male and female learners in the learning process. Therefore, learning strategies are one of the critical factors for improving language learning and are essential as part of the initial learning effort. In general, language learning strategies differ between boys and girls. Therefore, this research aims to obtain a model that investigates the relationship between the selection of learning strategies, their frequency of use, and the learner's gender. In addition, we found differences in strategy use and their impact on language ability between males and females. 137 students participated and completed the questionnaire. There were 48 males (35%) and 90 females (65.7%). It was clear that most of the Japanese learners were women. Findings show that most Japanese learners in North Sulawesi used cognitive and social strategies and methods of involving others in learning Japanese.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Learning%20strategies" title="Learning strategies">Learning strategies</a>, <a href="https://publications.waset.org/search?q=Japanese%20Language" title=" Japanese Language"> Japanese Language</a>, <a href="https://publications.waset.org/search?q=Gender%20by%20Japanese%20Learners" title=" Gender by Japanese Learners"> Gender by Japanese Learners</a>, <a href="https://publications.waset.org/search?q=North%20sulawesi." title=" North sulawesi."> North sulawesi.</a> </p> <a href="https://publications.waset.org/10013229/japanese-language-learning-strategies-based-on-gender-by-japanese-learners-in-north-sulawesi-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013229/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013229/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013229/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013229/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013229/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013229/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013229/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013229/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013229/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013229/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013229.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">223</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3066</span> ‘Daily Speaking’: Designing an App for Construction of Language Learning Model Supporting ‘Seamless Flipped’ Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Zhou%20Hong">Zhou Hong</a>, <a href="https://publications.waset.org/search?q=Gu%20Xiao-Qing"> Gu Xiao-Qing</a>, <a href="https://publications.waset.org/search?q=L%C4%B1u%20Hong-Jiao"> Lıu Hong-Jiao</a>, <a href="https://publications.waset.org/search?q=Leng%20Jing"> Leng Jing</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Seamless learning is becoming a research hotspot in recent years, and the emerging of micro-lectures, flipped classroom has strengthened the development of seamless learning. Based on the characteristics of the seamless learning across time and space and the course structure of the flipped classroom, and the theories of language learning, we put forward the language learning model which can support ‘seamless flipped’ environment (abbreviated as ‘S-F’). Meanwhile, the characteristics of the ‘S-F’ learning environment, the corresponding framework construction and the activity design of diversified corpora were introduced. Moreover, a language learning app named ‘Daily Speaking’ was developed to facilitate the practice of the language learning model in ‘S-F’ environment. In virtue of the learning case of Shanghai language, the rationality and feasibility of this framework were examined, expecting to provide a reference for the design of ‘S-F’ learning in different situations.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Seamless%20learning" title="Seamless learning">Seamless learning</a>, <a href="https://publications.waset.org/search?q=flipped%20classroom" title=" flipped classroom"> flipped classroom</a>, <a href="https://publications.waset.org/search?q=seamless-flipped%20environment" title=" seamless-flipped environment"> seamless-flipped environment</a>, <a href="https://publications.waset.org/search?q=language%20learning%20model." title=" language learning model."> language learning model.</a> </p> <a href="https://publications.waset.org/10010508/daily-speaking-designing-an-app-for-construction-of-language-learning-model-supporting-seamless-flipped-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10010508/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10010508/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10010508/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10010508/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10010508/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10010508/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10010508/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10010508/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10010508/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10010508/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10010508.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">627</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3065</span> Task-Based Language Teaching: A Paradigm Shift in ESL/EFL Teaching and Learning: A Case Study-Based Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Zehra%20Sultan">Zehra Sultan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The study is based on the Task-based Language Teaching (TBLT) approach which is found to be very effective in the EFL/ESL classroom. This approach engages learners to acquire the usage of authentic language skills by interacting with the real world through a sequence of pedagogical tasks. The use of technology enhances the effectiveness of this approach. This study throws light on the historical background of TBLT, and its efficacy in the EFL /ESL classroom. In addition, this study precisely talks about the implementation of this approach in the General Foundation Program (GFP) of Muscat College, Oman. It furnishes the list of the pedagogical tasks embedded in the language curriculum of the GFP which are skillfully allied to the College graduate attributes. Moreover, the study also discusses the challenges pertaining to this approach from the point of view of teachers, students and its classroom application. Additionally, the operational success of this methodology is gauged through formative assessments of the GFP which is apparent in the students’ progress.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Task-based%20language%20teaching" title="Task-based language teaching">Task-based language teaching</a>, <a href="https://publications.waset.org/search?q=authentic%20language" title=" authentic language"> authentic language</a>, <a href="https://publications.waset.org/search?q=communicative%20approach" title=" communicative approach"> communicative approach</a>, <a href="https://publications.waset.org/search?q=real%20world%20activities" title=" real world activities"> real world activities</a>, <a href="https://publications.waset.org/search?q=ESL%2FEFL%20activities." title=" ESL/EFL activities."> ESL/EFL activities.</a> </p> <a href="https://publications.waset.org/10012922/task-based-language-teaching-a-paradigm-shift-in-eslefl-teaching-and-learning-a-case-study-based-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012922/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012922/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012922/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012922/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012922/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012922/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012922/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012922/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012922/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012922/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012922.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">955</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3064</span> On Developing a Core Guideline for English Language Training Programs in Business Settings</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=T.%20Ito">T. Ito</a>, <a href="https://publications.waset.org/search?q=K.%20Kawaguchi"> K. Kawaguchi</a>, <a href="https://publications.waset.org/search?q=R.%20Ohta"> R. Ohta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p class="Abstract" style="text-indent:10.2pt">The purpose of this study is to provide a guideline to assist globally-minded companies in developing task-based English- language programs for their employees. After conducting an online self-assessment questionnaire comprised of 45 job-related tasks, we analyzed responses received from 3,000 Japanese company employees and developed a checklist that considered three areas; i) the percentage of those who need to accomplish English-language tasks in their workplace (need for English), ii) a five-point self-assessment score (task performance level), and iii) the impact of previous task experience on perceived performance (experience factor). The 45 tasks were graded according to five proficiency levels. Our results helped us to create a core guideline that may assist companies in two ways: first, in helping determine which tasks employees with a certain English proficiency should be able to satisfactorily carry out, and secondly, to quickly prioritize which business-related English skills they would need in future English language programs.<o:p></o:p></p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Business%20settings" title="Business settings">Business settings</a>, <a href="https://publications.waset.org/search?q=Can-do%20statements" title=" Can-do statements"> Can-do statements</a>, <a href="https://publications.waset.org/search?q=English%20language%20training%20programs" title=" English language training programs"> English language training programs</a>, <a href="https://publications.waset.org/search?q=Self-assessment" title=" Self-assessment"> Self-assessment</a>, <a href="https://publications.waset.org/search?q=Task%20experience." title=" Task experience."> Task experience.</a> </p> <a href="https://publications.waset.org/9997387/on-developing-a-core-guideline-for-english-language-training-programs-in-business-settings" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9997387/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9997387/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9997387/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9997387/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9997387/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9997387/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9997387/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9997387/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9997387/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9997387/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9997387.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1448</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3063</span> English Language Teaching and Learning Analysis in Iran</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=F.%20Zarrabi">F. Zarrabi</a>, <a href="https://publications.waset.org/search?q=J.%20R.%20Brown"> J. R. Brown</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Although English is not a second language in Iran, it has become an inseparable part of many Iranian people’s lives and is becoming more and more widespread. This high demand has caused a significant increase in the number of private English language institutes in Iran. Although English is a compulsory course in schools and universities, the majority of Iranian people are unable to communicate easily in English. This paper reviews the current state of teaching and learning English as an international language in Iran. Attitudes and motivations about learning English are reviewed. Five different aspects of using English within the country are analysed, including: English in public domain, English in Media, English in organizations/businesses, English in education, and English in private language institutes. Despite the time and money spent on English language courses in private language institutes, the majority of learners seem to forget what has been learned within months of completing their course. That is, when they are students with the support of the teacher and formal classes, they appear to make progress and use English more or less fluently. When this support is removed, their language skills either stagnant or regress. The findings of this study suggest that a dependant approach to learning is potentially one of the main reasons for English language learning problems and this is encouraged by English course books and approaches to teaching.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=English%20in%20Iran" title="English in Iran">English in Iran</a>, <a href="https://publications.waset.org/search?q=English%20language%20learning" title=" English language learning"> English language learning</a>, <a href="https://publications.waset.org/search?q=English%20language%20teaching" title=" English language teaching"> English language teaching</a>, <a href="https://publications.waset.org/search?q=evaluation." title=" evaluation."> evaluation.</a> </p> <a href="https://publications.waset.org/10007318/english-language-teaching-and-learning-analysis-in-iran" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10007318/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10007318/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10007318/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10007318/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10007318/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10007318/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10007318/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10007318/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10007318/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10007318/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10007318.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">4678</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3062</span> Improving Listening Comprehension for EFL Pre-Intermediate Students through a Blended Learning Strategy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Heba%20Mustafa%20Abdullah">Heba Mustafa Abdullah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The research aimed at examining the effect of using a suggested blended learning (BL) strategy on developing EFL pre- intermediate students. The study adopted the quasi-experimental design. The sample of the research consisted of a group of 26 EFL pre- intermediate students. Tools of the study included a listening comprehension checklist and a pre-post listening comprehension test. Results were discussed in relation to several factors that affected the language learning process. Finally, the research provided beneficial contributions in relation to manipulating BL strategy with respect to language learning process in general and oral language learning in particular.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Blended%20learning" title="Blended learning">Blended learning</a>, <a href="https://publications.waset.org/search?q=English%20as%20a%20foreign%20language" title=" English as a foreign language"> English as a foreign language</a>, <a href="https://publications.waset.org/search?q=listening%20comprehension" title=" listening comprehension"> listening comprehension</a>, <a href="https://publications.waset.org/search?q=oral%20language%20instruction." title=" oral language instruction."> oral language instruction.</a> </p> <a href="https://publications.waset.org/10004649/improving-listening-comprehension-for-efl-pre-intermediate-students-through-a-blended-learning-strategy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004649/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004649/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004649/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004649/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004649/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004649/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004649/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004649/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004649/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004649/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004649.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2404</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3061</span> Factors of English Language Learning and Acquisition at Bisha College of Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Khalid%20Albishi">Khalid Albishi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper participates in giving new vision and explains the learning and acquisition processes of English language by analyzing a certain context. Five important factors in English language acquisition and learning are discussed and suitable solutions are provided. The factors are compared with the learners' linguistic background at Bisha College of Technology BCT attempting to link the issues faced by students and the research done on similar situations. These factors are phonology, age of acquisition, motivation, psychology and courses of English. These factors are very important; because they interfere and affect specific learning processes at BCT context and general English learning situations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Acquisition" title="Acquisition">Acquisition</a>, <a href="https://publications.waset.org/search?q=age" title=" age"> age</a>, <a href="https://publications.waset.org/search?q=factors" title=" factors"> factors</a>, <a href="https://publications.waset.org/search?q=language" title=" language"> language</a>, <a href="https://publications.waset.org/search?q=learning." title=" learning."> learning.</a> </p> <a href="https://publications.waset.org/10001696/factors-of-english-language-learning-and-acquisition-at-bisha-college-of-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10001696/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10001696/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10001696/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10001696/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10001696/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10001696/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10001696/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10001696/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10001696/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10001696/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10001696.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2018</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3060</span> Bilingual Gaming Kit to Teach English Language through Collaborative Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sarayu%20Agarwal">Sarayu Agarwal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper aims to teach English (secondary language) by bridging the understanding between the Regional language (primary language) and the English Language (secondary language). Here primary language is the one a person has learned from birth or within the critical period, while secondary language would be any other language one learns or speaks. The paper also focuses on evolving old teaching methods to a contemporary participatory model of learning and teaching. Pilot studies were conducted to gauge an understanding of student’s knowledge of the English language. Teachers and students were interviewed and their academic curriculum was assessed as a part of the initial study. Extensive literature study and design thinking principles were used to devise a solution to the problem. The objective is met using a holistic learning kit/card game to teach children word recognition, word pronunciation, word spelling and writing words. Implication of the paper is a noticeable improvement in the understanding and grasping of English language. With increasing usage and applicability of English as a second language (ESL) world over, the paper becomes relevant due to its easy replicability to any other primary or secondary language. Future scope of this paper would be transforming the idea of participatory learning into self-regulated learning methods. With the upcoming govt. learning centres in rural areas and provision of smart devices such as tablets, the development of the card games into digital applications seems very feasible.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=English%20as%20a%20second%20language" title="English as a second language">English as a second language</a>, <a href="https://publications.waset.org/search?q=vocabulary-building" title=" vocabulary-building"> vocabulary-building</a>, <a href="https://publications.waset.org/search?q=learning%20through%20gamification." title=" learning through gamification."> learning through gamification.</a> </p> <a href="https://publications.waset.org/10004403/bilingual-gaming-kit-to-teach-english-language-through-collaborative-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004403/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004403/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004403/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004403/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004403/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004403/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004403/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004403/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004403/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004403/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004403.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1356</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3059</span> Evaluating the Role of Multisensory Elements in Foreign Language Acquisition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sari%20Myr%C3%A9en">Sari Myréen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The aim of this study was to evaluate the role of multisensory elements in enhancing and facilitating foreign language acquisition among adult students in a language classroom. The use of multisensory elements enables the creation of a student-centered classroom, where the focus is on individual learner’s language learning process, perceptions and motivation. Multisensory language learning is a pedagogical approach where the language learner uses all the senses more effectively than in a traditional in-class environment. Language learning is facilitated due to multisensory stimuli which increase the number of cognitive connections in the learner and take into consideration different types of learners. A living lab called Multisensory Space creates a relaxed and receptive state in the learners through various multisensory stimuli, and thus promotes their natural foreign language acquisition. Qualitative and quantitative data were collected in two questionnaire inquiries among the Finnish students of a higher education institute at the end of their basic French courses in December 2014 and 2016. The inquiries discussed the effects of multisensory elements on the students’ motivation to study French as well as their learning outcomes. The results show that the French classes in the Multisensory Space provide the students with an encouraging and pleasant learning environment, which has a positive impact on their motivation to study the foreign language as well as their language learning outcomes.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Foreign%20language%20acquisition" title="Foreign language acquisition">Foreign language acquisition</a>, <a href="https://publications.waset.org/search?q=foreign%20language%20learning" title=" foreign language learning"> foreign language learning</a>, <a href="https://publications.waset.org/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/search?q=multisensory%20learning" title=" multisensory learning"> multisensory learning</a>, <a href="https://publications.waset.org/search?q=pedagogical%20approach" title=" pedagogical approach"> pedagogical approach</a>, <a href="https://publications.waset.org/search?q=transcultural%20learning." title=" transcultural learning."> transcultural learning.</a> </p> <a href="https://publications.waset.org/10006481/evaluating-the-role-of-multisensory-elements-in-foreign-language-acquisition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10006481/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10006481/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10006481/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10006481/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10006481/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10006481/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10006481/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10006481/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10006481/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10006481/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10006481.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1379</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3058</span> The Effects of the Inference Process in Reading Texts in Arabic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=May%20George">May George</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Inference plays an important role in the learning process and it can lead to a rapid acquisition of a second language. When learning a non-native language i.e., a critical language like Arabic, the students depend on the teacher’s support most of the time to learn new concepts. The students focus on memorizing the new vocabulary and stress on learning all the grammatical rules. Hence, the students became mechanical and cannot produce the language easily. As a result, they are unable to predicate the meaning of words in the context by relying heavily on the teacher, in that they cannot link their prior knowledge or even identify the meaning of the words without the support of the teacher. This study explores how the teacher guides students learning during the inference process and what are the processes of learning that can direct student’s inference. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Inference" title="Inference">Inference</a>, <a href="https://publications.waset.org/search?q=Reading" title=" Reading"> Reading</a>, <a href="https://publications.waset.org/search?q=Arabic" title=" Arabic"> Arabic</a>, <a href="https://publications.waset.org/search?q=and%20Language%0D%0AAcquisition." title=" and Language Acquisition."> and Language Acquisition.</a> </p> <a href="https://publications.waset.org/10002550/the-effects-of-the-inference-process-in-reading-texts-in-arabic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10002550/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10002550/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10002550/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10002550/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10002550/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10002550/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10002550/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10002550/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10002550/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10002550/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10002550.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2052</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3057</span> Exploring SL Writing and SL Sensitivity during Writing Tasks: Poor and Advanced Writing in a Context of Second Language Other than English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=S.%20Figueiredo">S. Figueiredo</a>, <a href="https://publications.waset.org/search?q=M.%20Alves%20Martins"> M. Alves Martins</a>, <a href="https://publications.waset.org/search?q=C.%20Silva"> C. Silva</a>, <a href="https://publications.waset.org/search?q=C.%20Sim%C3%B5es"> C. Simões</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study integrates a larger research empirical project that examines second language (SL) learners’ profiles and valid procedures to perform complete and diagnostic assessment in schools. 102 learners of Portuguese as a SL aged 7 and 17 years speakers of distinct home languages were assessed in several linguistic tasks. In this article, we focused on writing performance in the specific task of narrative essay composition. The written outputs were measured using the score in six components adapted from an English SL assessment context (Alberta Education): linguistic vocabulary, grammar, syntax, strategy, socio-linguistic, and discourse. The writing processes and strategies in Portuguese language used by different immigrant students were analysed to determine features and diversity of deficits on authentic texts performed by SL writers. Differentiated performance was based on the diversity of the following variables: grades, previous schooling, home language, instruction in first language, and exposure to Portuguese as Second Language. Indo-Aryan languages speakers showed low writing scores compared to their peers and the type of language and respective cognitive mapping (such as Mandarin and Arabic) was the predictor, not linguistic distance. Home language instruction should also be prominently considered in further research to understand specificities of cognitive academic profile in a Romance languages learning context. Additionally, this study also examined the teachers’ representations that will be here addressed to understand educational implications of second language teaching in psychological distress of different minorities in schools of specific host countries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Second%20language" title="Second language">Second language</a>, <a href="https://publications.waset.org/search?q=writing%20assessment" title=" writing assessment"> writing assessment</a>, <a href="https://publications.waset.org/search?q=home%0D%0Alanguage" title=" home language"> home language</a>, <a href="https://publications.waset.org/search?q=immigrant%20students" title=" immigrant students"> immigrant students</a>, <a href="https://publications.waset.org/search?q=Portuguese%20language." title=" Portuguese language."> Portuguese language.</a> </p> <a href="https://publications.waset.org/10002254/exploring-sl-writing-and-sl-sensitivity-during-writing-tasks-poor-and-advanced-writing-in-a-context-of-second-language-other-than-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10002254/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10002254/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10002254/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10002254/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10002254/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10002254/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10002254/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10002254/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10002254/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10002254/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10002254.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1958</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3056</span> Prospective English Language Teachers’ Views on Translation Use in Foreign Language Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ozlem%20Bozok">Ozlem Bozok</a>, <a href="https://publications.waset.org/search?q=Yusuf%20Bozok"> Yusuf Bozok</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The importance of using mother tongue and translation in foreign language classrooms cannot be ignored and translation can be utilized as a method in English Language Teaching courses. There exist researches advocating or objecting to the use of translation in foreign language learning but they all have a point in common: Translation should be used as an aid to teaching, not an end in itself. In this research, prospective English language teachers’ opinions about translation use and use of mother tongue in foreign language teaching are investigated and according to the findings, some explanations and recommendations are made.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Exposure%20to%20foreign%20language" title="Exposure to foreign language">Exposure to foreign language</a>, <a href="https://publications.waset.org/search?q=translation" title=" translation"> translation</a>, <a href="https://publications.waset.org/search?q=foreign%0D%0Alanguage%20learning" title=" foreign language learning"> foreign language learning</a>, <a href="https://publications.waset.org/search?q=prospective%20teachers%E2%80%99%20opinions" title=" prospective teachers’ opinions"> prospective teachers’ opinions</a>, <a href="https://publications.waset.org/search?q=use%20of%20L1." title=" use of L1."> use of L1.</a> </p> <a href="https://publications.waset.org/10000057/prospective-english-language-teachers-views-on-translation-use-in-foreign-language-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10000057/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10000057/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10000057/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10000057/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10000057/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10000057/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10000057/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10000057/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10000057/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10000057/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10000057.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2466</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3055</span> Self-Supervised Pretraining on Paired Sequences of fMRI Data for Transfer Learning to Brain Decoding Tasks</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sean%20Paulsen">Sean Paulsen</a>, <a href="https://publications.waset.org/search?q=Michael%20Casey"> Michael Casey</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In this work, we present a self-supervised pretraining framework for transformers on functional Magnetic Resonance Imaging (fMRI) data. First, we pretrain our architecture on two self-supervised tasks simultaneously to teach the model a general understanding of the temporal and spatial dynamics of human auditory cortex during music listening. Our pretraining results are the first to suggest a synergistic effect of multitask training on fMRI data. Second, we finetune the pretrained models and train additional fresh models on a supervised fMRI classification task. We observe significantly improved accuracy on held-out runs with the finetuned models, which demonstrates the ability of our pretraining tasks to facilitate transfer learning. This work contributes to the growing body of literature on transformer architectures for pretraining and transfer learning with fMRI data, and serves as a proof of concept for our pretraining tasks and multitask pretraining on fMRI data.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Transfer%20learning" title="Transfer learning">Transfer learning</a>, <a href="https://publications.waset.org/search?q=fMRI" title=" fMRI"> fMRI</a>, <a href="https://publications.waset.org/search?q=self-supervised" title=" self-supervised"> self-supervised</a>, <a href="https://publications.waset.org/search?q=brain%0D%0Adecoding" title=" brain decoding"> brain decoding</a>, <a href="https://publications.waset.org/search?q=transformer" title=" transformer"> transformer</a>, <a href="https://publications.waset.org/search?q=multitask%20training." title=" multitask training."> multitask training.</a> </p> <a href="https://publications.waset.org/10013511/self-supervised-pretraining-on-paired-sequences-of-fmri-data-for-transfer-learning-to-brain-decoding-tasks" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013511/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013511/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013511/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013511/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013511/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013511/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013511/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013511/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013511/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013511/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013511.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">151</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3054</span> Tagging by Combining Rules- Based Method and Memory-Based Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Tlili-Guiassa%20Yamina">Tlili-Guiassa Yamina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many natural language expressions are ambiguous, and need to draw on other sources of information to be interpreted. Interpretation of the e word تعاون to be considered as a noun or a verb depends on the presence of contextual cues. To interpret words we need to be able to discriminate between different usages. This paper proposes a hybrid of based- rules and a machine learning method for tagging Arabic words. The particularity of Arabic word that may be composed of stem, plus affixes and clitics, a small number of rules dominate the performance (affixes include inflexional markers for tense, gender and number/ clitics include some prepositions, conjunctions and others). Tagging is closely related to the notion of word class used in syntax. This method is based firstly on rules (that considered the post-position, ending of a word, and patterns), and then the anomaly are corrected by adopting a memory-based learning method (MBL). The memory_based learning is an efficient method to integrate various sources of information, and handling exceptional data in natural language processing tasks. Secondly checking the exceptional cases of rules and more information is made available to the learner for treating those exceptional cases. To evaluate the proposed method a number of experiments has been run, and in order, to improve the importance of the various information in learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Arabic%20language" title="Arabic language">Arabic language</a>, <a href="https://publications.waset.org/search?q=Based-rules" title=" Based-rules"> Based-rules</a>, <a href="https://publications.waset.org/search?q=exceptions" title=" exceptions"> exceptions</a>, <a href="https://publications.waset.org/search?q=Memorybased%0D%0Alearning" title=" Memorybased learning"> Memorybased learning</a>, <a href="https://publications.waset.org/search?q=Tagging." title=" Tagging."> Tagging.</a> </p> <a href="https://publications.waset.org/10123/tagging-by-combining-rules-based-method-and-memory-based-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10123/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10123/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10123/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10123/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10123/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10123/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10123/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10123/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10123/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10123/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10123.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1623</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3053</span> Hybrid Machine Learning Approach for Text Categorization</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Nerijus%20Remeikis">Nerijus Remeikis</a>, <a href="https://publications.waset.org/search?q=Ignas%20Skucas"> Ignas Skucas</a>, <a href="https://publications.waset.org/search?q=Vida%20Melninkaite"> Vida Melninkaite</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Text categorization - the assignment of natural language documents to one or more predefined categories based on their semantic content - is an important component in many information organization and management tasks. Performance of neural networks learning is known to be sensitive to the initial weights and architecture. This paper discusses the use multilayer neural network initialization with decision tree classifier for improving text categorization accuracy. An adaptation of the algorithm is proposed in which a decision tree from root node until a final leave is used for initialization of multilayer neural network. The experimental evaluation demonstrates this approach provides better classification accuracy with Reuters-21578 corpus, one of the standard benchmarks for text categorization tasks. We present results comparing the accuracy of this approach with multilayer neural network initialized with traditional random method and decision tree classifiers.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Text%20categorization" title="Text categorization">Text categorization</a>, <a href="https://publications.waset.org/search?q=decision%20trees" title=" decision trees"> decision trees</a>, <a href="https://publications.waset.org/search?q=neural%20networks" title=" neural networks"> neural networks</a>, <a href="https://publications.waset.org/search?q=machine%20learning." title=" machine learning."> machine learning.</a> </p> <a href="https://publications.waset.org/9621/hybrid-machine-learning-approach-for-text-categorization" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9621/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9621/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9621/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9621/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9621/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9621/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9621/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9621/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9621/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9621/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9621.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1807</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3052</span> The Secrecy Underlying Young Language Learners- Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Nima%20Shakouri%20Masouleh">Nima Shakouri Masouleh</a>, <a href="https://publications.waset.org/search?q=Razieh%20Bahraminezhad%20Jooneghani"> Razieh Bahraminezhad Jooneghani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigated the educational implications that can be derived from the work of a variety of celebrated figures such as Piaget, Vygotsky, and Bruner that will be helpful in the field of language learning. However, the writer believed these views were previously expressed not full–fledged by Comenius who has been described by Howatt (1984) as a genius–the one that the history of language teaching can claim. And we owe to him more than anyone. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=restructuring" title="restructuring">restructuring</a>, <a href="https://publications.waset.org/search?q=assimilation" title=" assimilation"> assimilation</a>, <a href="https://publications.waset.org/search?q=equiliberation" title=" equiliberation"> equiliberation</a> </p> <a href="https://publications.waset.org/14734/the-secrecy-underlying-young-language-learners-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/14734/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/14734/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/14734/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/14734/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/14734/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/14734/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/14734/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/14734/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/14734/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/14734/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/14734.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1803</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3051</span> Improving Students’ Participation in Group Tasks: Case Study of Adama Science and Technology University </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Fiseha%20M.%20Guangul">Fiseha M. Guangul</a>, <a href="https://publications.waset.org/search?q=Annissa%20Muhammed"> Annissa Muhammed</a>, <a href="https://publications.waset.org/search?q=Aja%20O.%20Chikere"> Aja O. Chikere</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Group task is one method to create the conducive environment for the active teaching-learning process. Performing group task with active involvement of students will benefit the students in many ways. However, in most cases all students do not participate actively in the group task, and hence the intended benefits are not acquired. This paper presents the improvements of students’ participation in the group task and learning from the group task by introducing different techniques to enhance students’ participation. For the purpose of this research Carpentry and Joinery II (WT-392) course from Wood Technology Department at Adama Science and Technology University was selected, and five groups were formed. Ten group tasks were prepared and the first five group tasks were distributed to the five groups in the first day without introducing the techniques that are used to enhance participation of students in the group task. On another day, the other five group tasks were distributed to the same groups and various techniques were introduced to enhance students’ participation in the group task. The improvements of students’ learning from the group task after the implementation of the techniques. After implementing the techniques the evaluation showed that significant improvements were obtained in the students’ participation and learning from the group task.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Active%20learning" title="Active learning">Active learning</a>, <a href="https://publications.waset.org/search?q=evaluation%20method" title=" evaluation method"> evaluation method</a>, <a href="https://publications.waset.org/search?q=group%20task" title=" group task"> group task</a>, <a href="https://publications.waset.org/search?q=students%20participation." title=" students participation. "> students participation. </a> </p> <a href="https://publications.waset.org/10009669/improving-students-participation-in-group-tasks-case-study-of-adama-science-and-technology-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10009669/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10009669/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10009669/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10009669/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10009669/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10009669/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10009669/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10009669/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10009669/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10009669/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10009669.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">748</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3050</span> The Model of Blended Learning and Its Use at Foreign Language Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=A.%20A.%20Kudysheva">A. A. Kudysheva</a>, <a href="https://publications.waset.org/search?q=A.%20N.%20Kudyshev"> A. N. Kudyshev</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In present article the model of Blended Learning, its advantage at foreign language teaching, and also some problems that can arise during its use are considered. The Blended Learning is a special organization of learning, which allows to combine classroom work and modern technologies in electronic distance teaching environment. Nowadays a lot of European educational institutions and companies use such technology. Through this method: student gets the opportunity to learn in a group (classroom) with a teacher and additionally at home at a convenient time; student himself sets the optimal speed and intensity of the learning process; this method helps student to discipline himself and learn to work independently.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Foreign%20language" title="Foreign language">Foreign language</a>, <a href="https://publications.waset.org/search?q=information%20and%20communication%0D%0Atechnology%20%28ICT%29" title=" information and communication technology (ICT)"> information and communication technology (ICT)</a>, <a href="https://publications.waset.org/search?q=model%20of%20Blended%20Learning" title=" model of Blended Learning"> model of Blended Learning</a>, <a href="https://publications.waset.org/search?q=virtual%20cool%20room" title=" virtual cool room"> virtual cool room</a>, <a href="https://publications.waset.org/search?q=technophobia" title=" technophobia"> technophobia</a> </p> <a href="https://publications.waset.org/3128/the-model-of-blended-learning-and-its-use-at-foreign-language-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/3128/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/3128/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/3128/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/3128/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/3128/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/3128/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/3128/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/3128/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/3128/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/3128/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/3128.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">3393</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3049</span> Continual Learning Using Data Generation for Hyperspectral Remote Sensing Scene Classification</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Samiah%20Alammari">Samiah Alammari</a>, <a href="https://publications.waset.org/search?q=Nassim%20Ammour"> Nassim Ammour</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>When providing a massive number of tasks successively to a deep learning process, a good performance of the model requires preserving the previous tasks data to retrain the model for each upcoming classification. Otherwise, the model performs poorly due to the catastrophic forgetting phenomenon. To overcome this shortcoming, we developed a successful continual learning deep model for remote sensing hyperspectral image regions classification. The proposed neural network architecture encapsulates two trainable subnetworks. The first module adapts its weights by minimizing the discrimination error between the land-cover classes during the new task learning, and the second module tries to learn how to replicate the data of the previous tasks by discovering the latent data structure of the new task dataset. We conduct experiments on hyperspectral image (HSI) dataset on Indian Pines. The results confirm the capability of the proposed method. </p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Continual%20learning" title="Continual learning">Continual learning</a>, <a href="https://publications.waset.org/search?q=data%20reconstruction" title=" data reconstruction"> data reconstruction</a>, <a href="https://publications.waset.org/search?q=remote%20sensing" title=" remote sensing"> remote sensing</a>, <a href="https://publications.waset.org/search?q=hyperspectral%20image%20segmentation." title=" hyperspectral image segmentation."> hyperspectral image segmentation.</a> </p> <a href="https://publications.waset.org/10013371/continual-learning-using-data-generation-for-hyperspectral-remote-sensing-scene-classification" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013371/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013371/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013371/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013371/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013371/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013371/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013371/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013371/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013371/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013371/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013371.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">234</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3048</span> Goal Based Episodic Processing in Implicit Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Peter%20A.%20Bibby">Peter A. Bibby</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research has suggested that implicit learning tasks may rely on episodic processing to generate above chance performance on the standard classification tasks. The current research examines the invariant features task (McGeorge and Burton, 1990) and argues that such episodic processing is indeed important. The results of the experiment suggest that both rejection and similarity strategies are used by participants in this task to simultaneously reject unfamiliar items and to accept (falsely) familiar items. Primarily these decisions are based on the presence of low or high frequency goal based features of the stimuli presented in the incidental learning phase. It is proposed that a goal based analysis of the incidental learning task provides a simple step in understanding which features of the episodic processing are most important for explaining the match between incidental, implicit learning and test performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Episodic%20processing" title="Episodic processing">Episodic processing</a>, <a href="https://publications.waset.org/search?q=incidental%20learning" title=" incidental learning"> incidental learning</a>, <a href="https://publications.waset.org/search?q=implicitlearning" title=" implicitlearning"> implicitlearning</a>, <a href="https://publications.waset.org/search?q=invariant%20learning." title=" invariant learning."> invariant learning.</a> </p> <a href="https://publications.waset.org/13603/goal-based-episodic-processing-in-implicit-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/13603/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/13603/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/13603/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/13603/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/13603/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/13603/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/13603/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/13603/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/13603/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/13603/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/13603.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1438</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3047</span> English Language Learning Strategies Used by University Students: A Case Study of English and Business English Major at Suan Sunandha Rajabhat in Bangkok</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Pranee%20Pathomchaiwat">Pranee Pathomchaiwat </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of this research are 1) to study English language learning strategies used by the fourth-year students majoring in English and Business English, 2) to study the English language learning strategies which have an affect on English learning achievement, and 3) to compare the English language learning strategies used by the students majoring in English and Business English. The population and sampling comprise of 139 university students of the Suan Sunandha Rajabhat University. Research instruments are language learning strategies questionnaire which was constructed by the researcher and improved on by three experts and the transcripts that show the results of English learning achievement. The questionnaire includes 1) Language Practice Strategy 2)Memory Strategy 3) Communication Strategy 4)Making an Intelligent Guess or Compensation Strategy 5) Self-discipline in Learning Management Strategy 6) Affective Strategy 7)Self-Monitoring Strategy 8) Self-studySkill Strategy. Statistics used in the study are mean, standard deviation, T-test and One Way ANOVA, Pearson product moment correlation coefficient and Regression Analysis. The results of the findings reveal that the English language learning strategies most frequently used by the students are affective strategy, making an intelligent guess or compensation strategy, self-studyskill strategy and self-monitoring strategy respectively. The aspect of making an intelligent guess or compensation strategy had the most significant affect on English learning achievement. It is found that the English language learning strategies mostly used by the Business English major students and moderately used by the English major students. Their language practice strategies uses were significantly different at the 0.05 level and their communication strategies uses were significantly different at the 0.01 level. In addition, it is found that the poor students and the fair ones most frequently used affective strategy while the good ones most frequently used making an intelligent guess or compensation strategy. KeywordsEnglish language, language learning strategies, English learning achievement, and students majoring in English, Business English. Pranee Pathomchaiwat is an Assistant Professor in Business English Program, Suan Sunandha Rajabhat University, Bangkok, Thailand (e-mail: <a href="/cdn-cgi/l/email-protection" class="__cf_email__" data-cfemail="097979687d6166646a6168607e687d496e64686065276a6664">[email protected]</a>). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=English%20language" title="English language">English language</a>, <a href="https://publications.waset.org/search?q=language%20learning%20strategies" title=" language learning strategies"> language learning strategies</a>, <a href="https://publications.waset.org/search?q=English%20learning%20achievement" title=" English learning achievement"> English learning achievement</a>, <a href="https://publications.waset.org/search?q=students%20majoring%20in%20English" title=" students majoring in English"> students majoring in English</a>, <a href="https://publications.waset.org/search?q=Business%20English" title=" Business English "> Business English </a> </p> <a href="https://publications.waset.org/11075/english-language-learning-strategies-used-by-university-students-a-case-study-of-english-and-business-english-major-at-suan-sunandha-rajabhat-in-bangkok" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/11075/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/11075/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/11075/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/11075/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/11075/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/11075/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/11075/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/11075/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/11075/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/11075/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/11075.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">3821</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3046</span> Interactive Chinese Character Learning System though Pictograph Evolution</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=J.H.%20Low">J.H. Low</a>, <a href="https://publications.waset.org/search?q=C.O.%20Wong"> C.O. Wong</a>, <a href="https://publications.waset.org/search?q=E.J.%20Han"> E.J. Han</a>, <a href="https://publications.waset.org/search?q=K.R%20Kim%20K.C.%20Jung"> K.R Kim K.C. Jung</a>, <a href="https://publications.waset.org/search?q=H.K.%20Yang"> H.K. Yang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper proposes an Interactive Chinese Character Learning System (ICCLS) based on pictorial evolution as an edutainment concept in computer-based learning of language. The advantage of the language origination itself is taken as a learning platform due to the complexity in Chinese language as compared to other types of languages. Users especially children enjoy more by utilize this learning system because they are able to memories the Chinese Character easily and understand more of the origin of the Chinese character under pleasurable learning environment, compares to traditional approach which children need to rote learning Chinese Character under un-pleasurable environment. Skeletonization is used as the representation of Chinese character and object with an animated pictograph evolution to facilitate the learning of the language. Shortest skeleton path matching technique is employed for fast and accurate matching in our implementation. User is required to either write a word or draw a simple 2D object in the input panel and the matched word and object will be displayed as well as the pictograph evolution to instill learning. The target of computer-based learning system is for pre-school children between 4 to 6 years old to learn Chinese characters in a flexible and entertaining manner besides utilizing visual and mind mapping strategy as learning methodology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Computer-based%20learning" title="Computer-based learning">Computer-based learning</a>, <a href="https://publications.waset.org/search?q=Chinese%20character" title=" Chinese character"> Chinese character</a>, <a href="https://publications.waset.org/search?q=pictograph%20evolution" title="pictograph evolution">pictograph evolution</a>, <a href="https://publications.waset.org/search?q=skeletonization." title=" skeletonization."> skeletonization.</a> </p> <a href="https://publications.waset.org/5831/interactive-chinese-character-learning-system-though-pictograph-evolution" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/5831/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/5831/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/5831/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/5831/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/5831/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/5831/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/5831/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/5831/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/5831/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/5831/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/5831.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1908</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3045</span> Language Learning Strategies of Chinese Students at Suan Sunandha Rajabhat University in Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=G.%20Anugkakul">G. Anugkakul</a>, <a href="https://publications.waset.org/search?q=S.%20Yordchim"> S. Yordchim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The objectives were to study language learning strategies (LLSs) employed by Chinese students, and the frequency of LLSs they used, and examine the relationship between the use of LLSs and gender. The Strategy Inventory for Language Learning (SILL) by Oxford was administered to thirty-six Chinese students at Suan Sunandha Rajabhat University in Thailand. The data obtained was analyzed using descriptive statistics and chi-square tests. Three useful findings were found on the use of LLSs reported by Chinese students. First, Chinese students used overall LLSs at a high level. Second, among the six strategy groups, Chinese students employed compensation strategy most frequently and memory strategy least frequently. Third, the research results also revealed that gender had significant effect on Chinese Student’s use of overall LLSs.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=English%20language" title="English language">English language</a>, <a href="https://publications.waset.org/search?q=Language%20Learning%20Strategy" title=" Language Learning Strategy"> Language Learning Strategy</a>, <a href="https://publications.waset.org/search?q=Chinese%20Students" title=" Chinese Students"> Chinese Students</a>, <a href="https://publications.waset.org/search?q=Gender." title=" Gender."> Gender.</a> </p> <a href="https://publications.waset.org/9999049/language-learning-strategies-of-chinese-students-at-suan-sunandha-rajabhat-university-in-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9999049/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9999049/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9999049/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9999049/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9999049/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9999049/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9999049/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9999049/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9999049/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9999049/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9999049.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2131</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3044</span> Satisfaction on English Language Learning with Online System </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Suwaree%20Yordchim">Suwaree Yordchim</a>, <a href="https://publications.waset.org/search?q=Toby%20J.%20Gibbs"> Toby J. Gibbs</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The objective is to study the satisfaction on English with an online learning. Online learning system mainly consists of English lessons, exercises, tests, web boards, and supplementary lessons for language practice. The sample groups are 80 Thai students studying English for Business Communication, majoring in Hotel and Lodging Management. The data are analyzed by mean, standard deviation (S.D.) value from the questionnaires. The results were found that the most average of satisfaction on academic aspects are technological searching tool through E-learning system that support the students’ learning (4.51), knowledge evaluation on pre-post learning and teaching (4.45), and change for project selections according to their interest, subject contents including practice in the real situations (4.45), respectively.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=English%20Learning" title="English Learning">English Learning</a>, <a href="https://publications.waset.org/search?q=Online%20System" title=" Online System"> Online System</a>, <a href="https://publications.waset.org/search?q=Satisfaction." title=" Satisfaction."> Satisfaction.</a> </p> <a href="https://publications.waset.org/9999054/satisfaction-on-english-language-learning-with-online-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9999054/apa" 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