Research Article
Regina Kaplan Rakowski
CONT ED TECHNOLOGY, Volume 10, Issue 4, pp. 324-337
ABSTRACT
Vocabulary is crucial for language learning. Therefore, searching for the most effective methods to master vocabulary is an important quest. This study investigated the effect of stereoscopic three-dimensional (S3D) images on recall and retention of foreign language vocabulary. S3D images, frequently used in virtual reality visualizations, are highly realistic and differ from non-stereoscopic three-dimensional (NS3D) images in that they provide an impression of depth. In this within-subject study, American subjects (N = 82) were exposed to 16 Polish words accompanied by corresponding images. Half of these images were in NS3D format, and half were in S3D format. The vocabulary was counterbalanced throughout four randomly distributed versions of the experiment. Quantitative data were drawn from immediately administered and one-week-delayed productive and receptive vocabulary tests. Qualitative data were gathered through background questionnaires and follow-up surveys, which included a mixture of open-ended and Likert scale questions. Two-tailed, paired t-tests showed no significant difference on vocabulary recall and retention of test scores for words represented with NS3D and S3D images. Post hoc tests revealed that lower performance on S3D images occurred only for those subgroups of subjects who exhibited discomfort or lack of experience with S3D technology, or both.
Keywords: Vocabulary learning, Stereoscopic 3D images, Multimedia, Virtual reality, Immersive environments
Research Article
Omer Eren
CONT ED TECHNOLOGY, Volume 6, Issue 4, pp. 281-300
ABSTRACT
The present research examined the use of Web 2.0 tools to improve students’ vocabulary knowledge at the School of Foreign Languages, Gaziantep University. Current studies in literature mostly deal with descriptions of students’ attitudes towards the reasons for the use of web-based platforms. However, integrating usual classroom environment with Web 2.0 tools for specific sub-skills has not been examined much. It is aimed to contribute by investigating the feasibility of those tools as a supplement for vocabulary learning. This is an experimental research supported with semi-structured interviews and field notes. A pre-test and a post-test were administered to an experimental and a control group, and results were analyzed with the independent samples t-test. Following the post-test, semi-structured interviews were conducted with 18 students in the experimental group. The analyses of the test results demonstrated that both groups had gains but the mean of the experimental group was higher, and this difference was statistically significant. Findings suggest that almost all students have positive attitudes towards the educational use of Web 2.0 tools.
Keywords: Web 2.0, Social networking, Learner created content, Vocabulary learning, Computer-assisted language learning