Questions of evaluation are considered, in the light of the computer's ability to record interaction data, and a psycholinguistic model of word production is proposed as a basis for assessing the learner's performance in terms of processes as well as quantitative 'end product'.
A general model of deep and surface approaches to learning is then adduced to provide a way of interpreting learner subjective data, and an independent means of evaluating the quality of the learning outcome. A system implementing the strategy is tested with learners of Spanish and English, and the quantitative and qualitative data on learning process and outcome is analyzed in depth.
The system is shown to support the learning objectives for learners who adopt a deep approach, or whose approach complements the assumptions of the design in some way, and the general design principles are therefore considered as validated. Some aspects of the strategy related to lexicon-building, however, are shown to be inadequately supported, as is the capability of the system to help learners remediate surface approaches.
The main conclusion of the study is that, whilst learner exploration of powerful lexical information resources is essential for autonomous vocabulary-learning, on-line tutorial help of the kind that will encourage deep rather than surface approaches, is needed to optimise the quality of the learning outcome.
These details should be considered as only a guide to the number of downloads performed manually.
Algorithmic methods have been applied in an attempt to remove automated downloads from the displayed statistics but no guarantee can be made as to the accuracy of the figures. Policies Disclaimer.
Skip to content. Full text available as: Preview.
Date: March 28, Irma Martiny Md. Date: March 16, Date: October 31, Date: February 2, Date: June 3, Why Us?
All Rights Reserved. Submission System Login.
Related thesis on vocabulary teaching strategies
Copyright 2019 - All Right Reserved