Recognition-based physical response to facilitate EFL learning

NCUIR > College of Electrical Engineering & Computer Science > Graduate Institute of Network Learning Technology > journal & Dissertation > Item 987654321/107530

Please use this identifier to cite or link to this item: https://ir.lib.ncu.edu.tw/handle/987654321/107530

Title:	Recognition-based physical response to facilitate EFL learning
Authors:	黃武元;Hwang, Wu-Yuin;Shih, Timothy K;Yeh, Shih-Ching;Chou, Ke-Chien;Ma, Zhao-Heng;Sommool, Worapot
Contributors:	資訊電機學院網路學習科技研究所
Keywords:	Cognitive Psychology;Cognitive Style;Control Groups;Distance learning;Education;Educational activities;Educational environment;Educational research;Educational software;Educational technology;Effectiveness;English (Second Language);English as a second language;English language;English language learners;Experimental Groups;Foreign Countries;Full Length Articles;Grade 10;High School Students;Interviews;Kinesthetic Methods;Kinesthetic Perception;Language Acquisition;Learning;Learning experiences;Learning Motivation;Learning styles;Methods;Motivation;Motor ability;Perception;Perceptual learning;Pretests Posttests;Program Effectiveness;Quasiexperimental Design;Questionnaires;Recognition (Psychology);Regression (Statistics);Research Methodology;Resistance (Psychology);Retention (Psychology);Second language learning;Students;Study and teaching;Taiwan;Technology Uses in Education;Vocabulary;Vocabulary Development;Word Recognition
Date:	2014-01-01
Issue Date:	2026-04-23 14:16:35 (UTC+8)
Publisher:	National Taiwan Normal University;Palmerston North: International Forum of Educational Technology & Society
Abstract:	摘要： This study, based on total physical response and cognitive psychology, proposed a Kinesthetic English Learning System (KELS), which utilized Microsoft's Kinect technology to build kinesthetic interaction with life-related contexts in English. A subject test with 39 tenth-grade students was conducted following empirical research method in order to compare the effectiveness of KELS on both learning and motivation. In addition, we developed one questionnaire to study the perception learning style of the students involved in the experiment in order to determine whether students with different perception styles experienced any difference in learning while using the proposed KELS. Finally, we investigated students' acceptance of and motivation toward using KELS. The result showed that there was a significant difference between the control group and the experimental group regarding long-term retention. Moreover, the experimental group's learning was significantly affected by using kinesthetic interaction between peers to facilitate learning to speak and listen in English. The study also found that KELS was effective across perceptual learning styles. Finally, most participants in the experimental group agreed that KELS would effectively increase their motivation to learn English and expressed a strong intention to continue using the system. 出版者： Palmerston North: International Forum of Educational Technology & Society 出版日期： 2014-10-01 出處： Educational Technology & Society, 2014-10, Vol.17 (4), p.432-445 資源來源：華藝CEPS中文電子期刊服務版權： Copyright 2014 by International Forum of Educational Technology & Society (IFETS) 版權： COPYRIGHT 2014 International Forum of Educational Technology & Society 版權： 2014. This work is published under https://creativecommons.org/licenses/by-nc-nd/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. 識別號： ISSN: 1176-3647 識別號： ISSN: 1436-4522 識別號： EISSN: 1436-4522 識別號： DOI: 10.30191/ETS.201410_17(4).0030
Appears in Collections:	[Graduate Institute of Network Learning Technology] journal & Dissertation

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