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(1 - 3 of 3)
- Title
- EFFECTS OF COMPUTER-ASSISTED LANGUAGE LEARNING (CALL) INSTRUCTION ON THE ACQUISITION OF PASSIVE GRAMMATICAL FORMS BY POST-SECONDARY ENGLISH AS A SECOND LANGUAGE (ESL) STUDENTS.
- Creator
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Chien, Ya-Chi, Nutta, Joyce, University of Central Florida
- Abstract / Description
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The purpose of this study is to compare Computer-Assisted Language Learning (CALL) grammar instruction with traditional classroom teacher-directed grammar instruction for post-secondary English as a Second Language (ESL) students enrolled in an Intensive English Program (IEP). Students' achievement was measured by their performance on the three measures (multiple-choice, cloze/fill-in-the-blank, and open-ended tests) of passive grammatical forms. This study gathered quantitative data on...
Show moreThe purpose of this study is to compare Computer-Assisted Language Learning (CALL) grammar instruction with traditional classroom teacher-directed grammar instruction for post-secondary English as a Second Language (ESL) students enrolled in an Intensive English Program (IEP). Students' achievement was measured by their performance on the three measures (multiple-choice, cloze/fill-in-the-blank, and open-ended tests) of passive grammatical forms. This study gathered quantitative data on students' performance on the three measures for both teacher-directed and CALL instruction groups as well as qualitative data with respect to CALL participants' perception of the Azar Interactive online grammar instruction program. Results of the mixed design repeated measures factorial MANOVA (multivariate analysis of variance) showed that there was no statistically significant difference in acquisition of the passive grammatical forms for ESL students taught in a conventional classroom setting as compared to those taught solely by CALL. However, there was a statistically significant increase in scores on the open-ended tests for Level 4, the most advanced students at the IEP from pretest to delayed test as well as from posttest to delayed test. Students' level of proficiency affected the amount of increase in their scores over time regardless of the method of instruction. This study has offered a research-based indication that CALL instruction was as effective as traditional classroom teacher-directed instruction for teaching grammar to students of different levels of English proficiency. Recommendations for future research have also been discussed.
Show less - Date Issued
- 2011
- Identifier
- CFE0003970, ucf:48657
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003970
- Title
- THE DESIGN AND DEVELOPMENT OF AN ADDITIVE FABRICATION PROCESS AND MATERIAL SELECTION TOOL.
- Creator
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Palmer, Andrew, Elshennawy, Ahmad, University of Central Florida
- Abstract / Description
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In the Manufacturing Industry there is a subset of technologies referred to as Rapid Technologies which are those technologies that create the ability to compress the time to market for new products under development . Of this subset, Additive Fabrication (AF), or more commonly known as Rapid Prototyping (RP), acquires much attention due to its unique and futuristic approach to the production of physical parts directly from 3D CAD data, CT or MRI scans, or data from laser scanning systems by...
Show moreIn the Manufacturing Industry there is a subset of technologies referred to as Rapid Technologies which are those technologies that create the ability to compress the time to market for new products under development . Of this subset, Additive Fabrication (AF), or more commonly known as Rapid Prototyping (RP), acquires much attention due to its unique and futuristic approach to the production of physical parts directly from 3D CAD data, CT or MRI scans, or data from laser scanning systems by utilizing various techniques to consecutively generate cross-sectional layers of a given thickness upon the previous layer to form 3D objects. While Rapid Prototyping is the most common name for the production technology it is also referred to as Additive Manufacturing, Layer Based Manufacturing, Direct Digital Manufacturing, Free-Form Fabrication, and 3-Dimensional Printing. With over 35 manufacturers of Additive Fabrication equipment in 2006 , the selection of an AF process and material for a specific application can become a significant task, especially for those with little or no technical experience with the technology and to add to this challenge, many of the various processes have multiple material options to select from . This research was carried out in order to design and construct a system that would allow a person, regardless of their level of technical knowledge, to quickly and easily filter through the large number of Additive Fabrication processes and their associated materials in order to find the most appropriate processes and material options to create physical reproductions of any part. The selection methodology used in this paper is a collection of assumptions and rules taken from the author's viewpoint of how, in real world terms, the selection process generally takes place between a consumer and a service provider. The methodology uses those assumptions in conjunction with a set of expert based rules to direct the user to a best set of qualifying processes and materials suited for their application based on as many or as few input fields the user may be able to complete.
Show less - Date Issued
- 2009
- Identifier
- CFE0002625, ucf:48241
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002625
- Title
- Bullying Victimization, Feared Second Language Self, and Second Language Identity: Reconceptualizing The Second Language Motivational Self System.
- Creator
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Peker, Hilal, Hoffman, Bobby, Regalla, Michele, Nutta, Joyce, Witta, Eleanor, Vitanova-Haralampiev, Gergana, University of Central Florida
- Abstract / Description
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Factors affecting English learners' (ELs) motivation and identity have been explored in second language (L2) learning contexts; however, research examining L2 motivation and identity under the effect of bullying victimization is rare although ELs are one of the populations that are physically and psychologically affected from bullying. Using a unique perspective by merging L2 motivation, L2 identity, and bullying concepts under social ecological framework, this dissertation study is the first...
Show moreFactors affecting English learners' (ELs) motivation and identity have been explored in second language (L2) learning contexts; however, research examining L2 motivation and identity under the effect of bullying victimization is rare although ELs are one of the populations that are physically and psychologically affected from bullying. Using a unique perspective by merging L2 motivation, L2 identity, and bullying concepts under social ecological framework, this dissertation study is the first study investigating the relationship between bullying victimization, L2 Motivational Self System, and L2 identity.The data were derived from 1022 ELs through a self-report survey that was adapted and tested for measurement model validity and reliability. Partial least square structural equation modeling (PLS-SEM) results indicated that there was a strong relationship between bullying victimization, including traditional bullying and cyberbullying, L2 Motivational Self System, and L2 identity. Traditional bullying victimization and cyberbullying victimization affect ELs' feared L2 selves. This suggests that the feared L2 self may be added as a component to D(&)#246;rnyei's L2 Motivational Self System, especially when bullying victimization becomes a factor in language learning process. In addition, cyberbullying victimization positively correlated with ELs' oriented identity, which may indicate that ELs as agents were more motivated to learn English to overcome the negative effects of bullying victimization and to orient to the target culture. Based on the results, potential implications were provided for teachers and curriculum developers to help ELs cope with bullying in class and outside the classroom environment.
Show less - Date Issued
- 2016
- Identifier
- CFE0006373, ucf:51537
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006373
