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Deep Cross-Modal Alignment in Audio-Visual Speech Recognition
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Sterpu, George. - : Trinity College Dublin. School of Engineering. Discipline of Electronic & Elect. Engineering, 2021
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| 62 |
Build It in the Chat: Using the Chat Function in Online Platforms to Facilitate and Improve Student Writing
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In: UNLV Best Teaching Practices Expo (2021)
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| 63 |
Cariño Pedagogy: A Framework of Corazón
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In: Journal of Curriculum, Teaching, Learning and Leadership in Education (2021)
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| 64 |
Fostering group autonomy through collaborative learning in an online environment
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Zhong, Dr. Qunyan ( Maggie). - : Kanda University of International Studies (KUIS), Chiba, Japan, 2021
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| 65 |
Fostering group autonomy through collaborative learning in an online environment
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Zhong, Dr. Qunyan ( Maggie). - : Kanda University of International Studies (KUIS), Chiba, Japan, 2021
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| 66 |
Fostering group autonomy through collaborative learning in an online environment
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Zhong, Dr. Qunyan ( Maggie). - : Kanda University of International Studies (KUIS), Chiba, Japan, 2021
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| 67 |
Beyond localization: making learning spaces accessible to all
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| 68 |
Learning EFL online through Blogger and Flipgrid in higher education: A collaborative project in times of pandemic
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In: University of South Florida M3 Center Publishing (2021)
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| 69 |
Attitudes, behaviors, and learning outcomes from using classtranscribe, a UDL-featured video-based online learning platform with learnersourced text-searchable captions
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| 70 |
The Use of Asynchronous Discussion to Support Collaborative Learning in an Online Programme
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| 71 |
Pronunciation improvement in MOOCs: an unavoidable challenge ; La mejora de la pronunciación por medio de MOOCs: un reto ineludible
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| 72 |
University Students’ Perceptions and Emotions towards Online Teaching and Assessment during the Covid-19 lockdown and isolation
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| 73 |
Online extensive reading in an EFL context: Investigating reading fluency and perceptions
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Bui, Tuan; Macalister, John. - : University of Hawaii National Foreign Language Resource Center, 2021. : Center for Language & Technology, 2021
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| 74 |
National Chemistry Week: From IRL to the Web
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In: Purdue Journal of Service-Learning and International Engagement (2021)
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COMPARING THE EFFECTIVENESS OF ONE SEMESTER OF GERMAN STUDY: DUOLINGO VERSUS FACE-TO-FACE INSTRUCTION
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In: Theses (2021)
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Abstract:
Since the introduction of mobile devices, alternative language learning methods have been developed and have evolved alongside traditional language classroom education. This has presented academics with the unique opportunity to study new methods of second language acquisition compared to more traditional face-to-face language instruction. The growing technology possibilities have contributed to what is called Mobile Assisted Language Learning (MALL), where learners can easily study a new language with the use of a personal electronic device such as a laptop or phone. Studies about such learning tools, for example Rosetta Stone, Duolingo or Babbel have been carried out for several years to for example test their effectiveness. Among research studies, one well-known study by Vesselinov and Grego (2012) looked at the effectiveness of Duolingo, evaluating the statement Duolingo makes that 34 hours of studying with the tool is equivalent to a semester in a university classroom (Vesselinov & Grego, 2012). Even though various studies about the well-known language learning application (app) Duolingo have been conducted, gaps in research are still present.The current study aims to find out if studying German for one semester (14 weeks) with Duolingo is equivalent to one semester in a beginner face-to-face class, German 101, at a university level. At the end of the semester, both groups took the German 101 final exam and the Duolingo placement test to measure German learning. After analyzing results of the German 101 exam, results showed that learners from the face-to-face class achieved higher language knowledge in the tested skills writing and reading than the participants who studied with Duolingo for the same period of time. However, no substantial differences were found between groups for the vocabulary and grammar section of the final exam and the Duolingo test. The survey reported that participants who studied with Duolingo all agreed that they liked the experience, especially studying at their own pace. Concerns were also mentioned, however, for example that Duolingo is only good for beginner learners, it doesn’t provide interactions with others, and there is no teacher to ask for explicit feedback.
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Keyword:
Duolingo; Efficiency Duolingo; Face-to-Face vs online; Gamified Learning; German; Learing German
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URL: https://opensiuc.lib.siu.edu/cgi/viewcontent.cgi?article=3861&context=theses
https://opensiuc.lib.siu.edu/theses/2847
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| 76 |
FEATURES OF THE FUNCTIONING OF THE ONLINE EDUCATION MARKET IN THE WORLD AND IN UKRAINE ; ОСОБЛИВОСТІ ФУНКЦІОНУВАННЯ РИНКУ ОНЛАЙН-ОСВІТИ У СВІТІ ТА В УКРАЇНІ
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In: The Economic Discourse; No. 3 (2020); 16-27 ; Економічний дискурс; № 3 (2020); 16-27 ; 2410-7476 ; 2410-0919 ; 10.36742/2410-0919-2020-3 (2021)
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| 77 |
INFORMAL ENGLISH LEARNING WITH ONLINE DIGITAL TOOLS: NON-LINGUIST STUDENTS
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In: Advanced Education; 2021: Special issue 17; 90-102 ; Передовое образование; 2021: Special issue 17; 90-102 ; Новітня освіта; 2021: Special issue 17; 90-102 ; 2410-8286 ; 2409-3351 (2021)
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| 78 |
Towards Humanizing Online Discourse - Exploring Linguistic and Emotional Tones in Online Learning
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| 79 |
Lexicography and language learning of Swahili L2 at UNIOR: the Swahili-Italian online dictionary project
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| 80 |
The Poetry Café: An On-line Writing Workshop for Refugee and Newcomer Youth
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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