Highspeed Education - User contributions [en]

Based Intelligent Tutoring System For Foreign Language Learning: Hypermedia: Vol 5 No 3

2019-07-16T21:28:24Z

JessicaYirawala: Created page with " The objective of this paper is to introduce Hypertext as an alternative paradigm in developing a full-scale Intelligent Tutoring System to the traditional Expert Systems p..."

The objective of this paper is to introduce Hypertext as an alternative paradigm in developing a full-scale Intelligent Tutoring System to the traditional Expert Systems paradigm that has dominated for years Intelligent Tutoring Systems development. This paradigm has been employed in the development of PEDRO, an Intelligent Tutoring System for foreign language learning. PEDRO - The Spanish Tutor is an Intelligent Tutoring System designed to assist intermediate [https://www.youtube.com/watch?v=Ktv_q7BrKjg level students] with their learning of Spanish grammar, by testing their knowledge of regular and irregular verbs.[https://www.youtube.com/watch?v=frIa409YuGM youtube.com] This paper describes PEDRO'S architecture, functionality and pedagogical strategy. PEDRO has been developed using HyperCard II. What are some of the best design websites for learning how to design? Some of the best design web sites for learning how to design include the Good-Tutorials website and the Lynda website. Good-Tutorials is free while Lynda costs money, but has extremely professional high quality video guides. Can you cut your face out and paste it on the titanic scene? 5 and open a good quality titanic scene picture of all the cast. What did the titanic look like inside and outside? There are 260 pictures of Titanic (and maybe as many as 300) accessible to the public, whether in websites, books, or in museums. Is passive learning the best kind of learning? No passive learning is not the best type of learning. Active learning is generally considered as a good one. But passive learning is also good as well. What is tthe Titanic? Its a Greek word meaning something huge. A boat was also named the titanic, its very famous. What is a good name for a report about the titanic? What is a good open ended question for the titanic? What was good about being on titanic? Titanic was the largest and grandest ship in the world. Where can you learn Swedish for free? If you mean online, then i think i can help you as i am learning Swedish too. I will give you some websites that you can check help. I hope that some of them do help you. 106-3 Good for listening to swedish. Good resource for finding other sites to learn Swedish. 10/swedish.html Helpful for Grammar learning for beginners. Good for learning words. What childrens toys are good for learning technology? There are many good toys for children that are good for learning technology. Examples of toys for kids that are good for learning technology include the Leapfrog Learning Pad and VTech toys. What are some good websites that tell you everything about Mentos and diet soda? Try the Mythbusters web site with The Learning Channel. Very entertaining at a picnic! How was the Titanic fantastic? I never been on the Titanic, but I know that the Titanic wasn't good for room 2 and 3 passengers. Was there any photos of the actually titanic taken in 1912? There are 260 pictures of Titanic (and maybe as many as 300) accessible to the public, whether in websites, books, or in museums. What is the meaning of educational websites? Education websites are used for education. They are inclusive of all forms of technology, used for research and learning. What is a good conclusion for an essay over the titanic? What websites feature examples of chemical equations? The [http://www.100bestwebsites.org/ websites] that feature chemical equations are Khan Academy and 'Chemistry 4 Kidz'. These two websites are the best websites for learning chemistry the fun way. What are the names of the websites of solar system animatian and learning? What are good swimsuit websites? What is a good simile for titanic? There is no good simile for Titanic because Titanic was like no other vessel, other than a hull, stacks, propellers, and little else. She was innovative, modern, and beautiful. What websites offer good on line learning of Microsoft Excel Program and free download? Microsoft offers some [https://www.youtube.com/watch?v=FeK_lpn0GAg excellent free] tutorials. You can see some of them at the related links. What are good websites to learn how to draw? Is there a good website for learning French online for free? There are many good websites available to learn French online. What did people say was good about riding on titanic? Titanic was the largest and grandest ship in the world. What are some good websites to use when learning how to cook? Just about any cooking website that offers easy to follow recipes and tips is great for someone learning how to cook. It's best to start with the basics with quick and easy recipes. A recommended website is All Recipes. Are there any free Spanish learning websites out there? Duolingo and Memrise. I recommend duolingo. What was important about the Titanic? What is a good titanic title? Where You will get an online coaching in SEO and PPC? These days there are numerous websites that are providing online courses in SEO and PPC. Moreover there are several websites that even provide virtual learning and on-spot learning courses too. If you are interested in getting free coaching for SEO/PPC then you can search on google because there are several websites that do offer free tutorials/videos for learning SEO/PPC and many other courses. Is learning a trial and error? No learning is actually good for you it helps you get a good career and an amazing future! Why did the Sonic the Hedgehog movie get delayed? What is it like to be left at the altar? What were the top selling toys of the 1970s? What do the Olympic rings mean? Where do veterinarians get blood for animal blood transfusions? What is the greatest year in movie history? Facts about star spangled banner? What is in the Impossible Whopper? Why is the internet obsessed with Keanu Reeves? Did Flamin' Hot Cheetos really send Lil Xan to the hospital? There are many different ways to learn Spanish online. One way is watching youtube videos. You could also try online Spanish classes, which have worked out great for hundreds. Where can you find a good spanish revision site for ks3? What is a good HTML learning website? What is a website to look up Spanish words? Where can you practice Spanish grammar and does anyone have advice for how to remember it? You can go onto a Spanish learning website and then use mnemonics to remember them, eg. What is best website for learning? It depends on how old you are. What is a good website to go to to install Windows Sollitare? What is a good website to get recipies? Where can information be found about Spanish verbs? Besides lots of Spanish learning websites, one can always go to the local library and open an English - Spanish dictionary. The information found in the dictionary is very helpful and probably is one of the most common ways of learning about Spanish verbs. What is the easiest way to learn spanish? The easiest way to learn Spanish is to find a comprehensive course that provide you variety learning methods. Programs should include video, audio, ebooks, and video game which could motivate you plus you can [https://www.spanish55.com/blog/learn-spanish-online-benefits-and-advantages learn spanish by/with skype] it while you are having fun with it! What does con quien mean? I'm learning Spanish but there you go. How do you say my beautiful baby in Spanish? Go to a dictionary website and translate it. Where is a website that can translate Spanish? Google translate is the perfect website for this. It works fast and is usually accurate. If you are unsure about the accuracy of the results, feel free to look in a Spanish-English dictionary or an English-Spanish dictionary. Babelfish is also quite good.[https://www.youtube.com/watch?v=nHcR9yX52O0 youtube.com] Note: Website translations may be useful for singular words, but will usually garble sentences because for they go for literal over idiomatic translations. How can you get a penpal? What is a good website for creating a website for kids? Where can i find a beginners guide to freestyle snowboarding? Do people from Argentina go bowling? Yes go to the related link below for more info. What are best buy learning lounge test answers? Check link on left to go to information website. What website to go to speak spanish? Livemocha is the best website to effectively learn a lot of languages. What are some opportunities for learning Spanish? Being Able to go to a Spanish speaking country, and being able to speak it fluently. Some jobs also offer that you have to have the [https://ecosia.zendesk.com/hc/articles/201657341 Spanish language] taught to you, to get the job. What is a good website you can go to? This is my website, it's really fun if people you know go on with you to chat.[https://www.youtube.com/watch?v=p0JYj62TrvY youtube.com] What is the best website to go to if you want to be a spanish talker pro? The best way to learn Spanish is in Spain. Go to the markets and barter, order in restaurants, and talk with the locals. You will soon learn to talk Spanish properly. If you learn from a book or website you will learn the type of Spanish that most locals cannot actually recognise! As a last resort, take a Spanish class at your local college. What website can you go to for good advice?

User:JessicaYirawala

2019-07-16T21:28:21Z

JessicaYirawala: Created page with " Many service learning studies support the positive effects of expanding the classroom into the [https://www.youtube.com/watch?v=1kjhOLY1__I community]. The rapidly shiftin..."

Many service learning studies support the positive effects of expanding the classroom into the [https://www.youtube.com/watch?v=1kjhOLY1__I community]. The rapidly shifting demographic composition of the United States calls for a postsecondary education system that is able to prepare [https://ecosia.zendesk.com/hc/ students] to enter a global society.[https://www.youtube.com/watch?v=h6HtBJFDLMk youtube.com] Service learning provides an opportunity for students to connect with the community and take ownership of their knowledge. This article examines the integration of service learning into a college‐level Spanish conversation course through a five‐phase model. Students are guided through the project's evolution as they transport the target language from the traditional classroom to an [https://www.youtube.com/watch?v=RW_Lf2OYOhw authentic setting].[https://www.youtube.com/watch?v=frIa409YuGM youtube.com] A collaborative learning approach between instructor and student promotes proficiency and self‐confidence in the target language. Critical reflection and civic engagement also are important components to the learner‐centered, experiential model. This framework may be applied to a variety of service learning projects. Part III presents an analytical assessment of the presentations at past Language Testing Research Colloquiums. Dorry Kenyon’s chapter is the lead article in Part I, which illustrates the conventional approach to assessment validation research. Kenyon investigates foreign language students’ perceived difficulty in performing various speaking tasks in the American Council on the Teaching of Foreign Languages (ACTFL) Speaking Proficiency Guidelines hierarchy. The purpose of her study is to examine and shed light on the validity of the demands of oral proficiency tasks constructed according to the criteria contained in the ACTFL Guidelines. Three chapters on test development follow, each one focusing on a single assessment concern: Read on a new test format for vocabulary; Fortus, Coriat, & Fund on item difficulty in reading comprehension; and Wiggelsworth on time planning in language assessment. John Read’s study is a contribution to the ongoing validation of the word associates format, a selected-response type of test item designed to measure depth of vocabulary knowledge. Read draws on test performance data from New Zealand to provide evidence for concurrent validity of the new format. Ruth Fortus, Rikki Coriat, and Susan Fund examine the difficulty levels of items in the reading section of an English test used in Israel. The purpose of their study is to isolate factors affecting difficulty level so that item pools can be developed in accordance with specific needs. Their major argument is that by isolating these factors, the test developer’s knowledge and [https://www.lynda.com/SQL-tutorials/Understanding-JOIN/718660/755748-4.html understanding] of the construct validity of the test will increase. Gillian Wigglesworth’s study focuses on an important aspect of the test-taking process: the presence or absence of planning time. Her paper describes a study of the effects of planning time on second language oral test discourse in an oral interaction test in Australia. She uses techniques from discourse analysis to examine the nature and significance of differences in the areas of fluency, accuracy,and complexity in the second language. Section II of Validation in Language Assessment presents six papers that focus on validation by examining test-taker characteristics and feedback. James Purpura’s paper details the development and construct validation of a questionnaire that measures the reported cognitive strategy and cognitive background characteristics of test takers in the United States. Caroline Clapham’s chapter examines the effect of language proficiency and background knowledge on students’ reading comprehension in the United Kingdom. The aim of Clapham’s study is to investigate the effects of background knowledge on reading comprehension, and to examine whether students should be given reading proficiency tests in their own academic content areas. April Ginther and Joseph Stevens investigate the internal construct validity of an advanced Spanish-language placement exam in order to determine whether the traditional four-factor examination structure (listening, speaking, reading, and writing) was invariant for certain subpopulations. Ginther and Stevens analyze data drawn from Latinamerican Spanish-speaking examinees as well as Mexican Spanish-speaking, Mexican Spanish-English bilinguals, White English-speaking and Black English-speaking examinees. Annie Brown and Noriko Iwashita’s paper examines the role of native language background in the validation of a computer-adaptive test. Their study investigates the performance of learners of Japanese from different language backgrounds (native speakers of English, Chinese, and Korean) on a 225-item multiple-choice question computer-adaptive grammar test. Kathryn Hill investigates the effect of test-taker characteristics on reactions to an oral English proficiency test called the Access Test, used to assess the English language proficiency for prospective migrants to Australia. Hill seeks reactions to the test’s validity by means of a questionnaire. Bonny Norton and Pippa Stein’s chapter addresses issues of textual meaning, testing, and pedagogy on the basis of data drawn from piloting a college reading exam in English for black students in South Africa. Their findings call into question a number of assumptions about language and language assessment. Liz Hamp-Lyons and Brian Lynch provide what Kunnan calls "a fitting conclusion" to a volume on validation in language assessment. They examine research practices of the second- and foreign-language testing community as seen through the abstracts of papers presented at the Language Testing Research Colloquium throughout the last 15 years. Hamp-Lyons and Lynch focus their analysis on the ways in which test validity and reliability have been addressed in language testing research. This interesting concluding chapter explores the extent to which the Language Testing Research Colloquium community has already engaged itself with newer modes of inquiry beyond the psychometric. Validation in Language Assessment is an essential read for those working in the language testing community. Kunnan has done an admirable job in selecting the studies represented in this volume as they present diverse approaches to test validity from an international perspective. A particularly valuable part of the book is the annotated list of suggested readings presented at the end of each chapter. Kunnan’s volume is a valuable addition to the body of knowledge in language assessment. Messick, S. (1989). Validity. In R. Linn (Ed.). Educational measurement (pp. 13-103). New York: Macmillan. Murphy, Linda (2005). Critical reflection and autonomy: a study of distance learners of French, German and Spanish. In: Holmberg, Boerje; Shelley, Monica and White, Cynthia eds. Distance education and languages: evolution and change. New perspectives on language and education. Clevedon, UK: Multilingual Matters, pp. The chapter reports on a study into critical reflection and autonomy among distance language learners in 17 Open University tutor groups. Despite recognition of the importance of [https://www.youtube.com/watch?v=aO7-HRYNb8I critical reflection] in learning in general and in autonomous language learning, these issues have not previously been explored from the perspective of distance language learners. The study adopted an exploratory-interpretative approach triangulating data from several sources within a theoretical framework drawing on both generic learning and language acquisition research. 100 students worked on designated tasks to encourage critical reflection; 130 completed a questionnaire and 32 took part in semi-structured interviews, including users of the task materials and a control group of non-users. The findings provide insights into ways in which course designers and tutors can support distance language learners in developing capacities for critical reflection and autonomy. Access to everyday activities has increasingly moved online, which increases the risk of continued marginalization for those lacking access and digital knowledge. Our research focuses on the digital literacy acquisition of underserved individuals such as immigrants, refugees, and individuals with limited English proficiency. In this paper, we examine a subset of data from a three-year mixed methods study on the digital literacy acquisition process of vulnerable adult learners within a self-paced, tutor-facilitated learning environment. Learners used an online learning platform designed for adult learners and available in Spanish and English. Learning took place in computer labs in six geographic regions within the United States and was supported by community tutors. We asked, what is the experience of Spanish speaking learners using the self-paced, tutor-facilitated learning environment for digital literacy acquisition? The data corpus includes interview transcripts and the findings are based on a grounded theory analysis of interviews of the Spanish speaking learners and tutors working in Spanish dominant learning environments. Data analysis indicated that individuals’ work in the digital literacy program supported English language learning as well as content learning.[https://www.youtube.com/watch?v=mrtQms-gw7I youtube.com] We [https://www.youtube.com/watch?v=P3Zk3ev5IwU identified tensions] between the tutors’ desire to support content learning using first language skills and learner desire to build facility in English skills while learning content. Choice of language in which to learn was impacted by tutor preference and bias along with learner linguistic abilities and desire to develop English skills. We also found that language choice for learning was impacted by the learners’ comfort and facility in higher registers of Spanish. We argue that language should be used as a resource rather than being seen as a deficit and that tutors should be coached in the nuances of language choice when working with English Language Learners. The growing U.S. Latino dispersal is allowing for more interactions between students of Spanish and native Spanish speakers. By working with Latino community members, Spanish instructors help meet the standards for foreign language education developed by the American Council on the Teaching of Foreign Languages. This article describes 2 projects. In the first, students of Spanish and Latinos come together. Students tutor adult Latinos in ESL, math, and GED and citizenship preparation courses, whereas Latinos help students develop their conversational skills. In the second project, students visit local Latino businesses to make cultural comparisons and [https://www.spanish55.com/blog/learn-spanish-online-benefits-and-advantages [https://www.spanish55.com/blog/learn-spanish-online-benefits-and-advantages learn spanish by/with skype]] how Latinos enrich the community. This study evaluated the validity of the Spanish edition of the Preschool Language Scale-3 (I. Examination of the test's psychometric characteristics revealed that the test met only 4 out of 10 criteria proposed by McCauley and Swisher and none of the additional criteria from Hutchinson. Problems were evident in the test's norming and in the lack of reliability and validity data. The authors then investigated whether, despite the test's psychometric shortcomings, it was useful for the assessment of Spanish/English-speaking children. Results revealed that the children studied performed approximately 1.5 SD below the mean. Moreover, the children's performance on the subtests did not reflect an even progression of item difficulty, indicating limited evidence of construct and content validity. Abstract: Peer teaching instruction has not received much attention in college second language (L2) learning. In this article, an L2 peer teaching program at the College of Charleston is discussed including the role, training, and supervision of undergraduate peer teaching assistants (PTAs). The article also explores the kinds of self‐reported benefits students enrolled in the program and their PTAs receive. Data from 183 students and 12 PTAs were collected in the form of an anonymous questionnaire using a Likert scale and open‐ended questions. Results show that a high percentage of [http://www.dadeschools.net/students.asp students] reported an improvement in speaking, pronunciation, grammar, and vocabulary. PTAs reported practicing Spanish and reviewing the basics as the main benefit from the peer teaching experience. This article seeks to explain why Latino children maintain some knowledge of their native language even though past research has consistently supported the view that non‐English‐language use rarely lasts past the third generation. I argue that family context, in addition to assimilation characteristics, plays an important role in determining their language situation. Method. I use both logistic regression and tobit regression, as well as data from the 1988 National Education Longitudinal Study, to examine the use and proficiency of Spanish among Latino children. Results. The results demonstrate that language and family context strongly influence Spanish usage and proficiency for Latino children, regardless of generational status. Conclusions. These findings reveal a relationship between assimilation, family, and language that can have important implications for the future academic and economic success of Latino children. Abstract This [https://www.youtube.com/watch?v=sZRJMtzdIh8 article explores] the idea of using an already existing language learning app, Duolingo, to complement traditional college level Spanish as second language courses. These types of apps use adaptive learning technologies, which are able to tailor the tasks to the level of each student. In the case of this study, Duolingo was used as part of the program of studies in two Spanish university courses, one a beginner’s Spanish course (level A1) and the other an advanced intermediate course (B2). The students used the app online, either in its mobile version or in their web browser. I will describe how Duolingo operates, what kind of activities can be done, and how learning is achieved.[https://www.youtube.com/watch?v=Cfd6G3o0bNk youtube.com] Preliminary results suggest that Duolingo is an easy-to-use app that is useful and has potential, although its main lessons are not based on communicative competence. It is usually enjoyed by students because of several elements, such as the accessibility on a mobile device, its gamification aspect, and the variety of tasks. Approximately 1,700 English language learners (ELLs) and former ELL students, in Grades 4 and 10, were tested using both an English-language (Stanford Achievement Test, 9th ed.) and a Spanish-language (Aprenda, 2nd ed.) achievement test. Their performances on the two tests were contrasted. The results showed that ELL students, for the most part, answered more items correctly on a home-language mathematics test, compared to a similar Englishlanguage math test, regardless of their level of home-language literacy. Additionally, former ELL students are often unable to exhibit their content-area knowledge on English-language achievement tests, possibly due to language and cultural barriers. In summary, the results show that the achievement test results of ELL students, when tested in English, are not always valid measures of their content-area knowledge. Although learning to understand another culture is often mentioned as a benefit of foreign language learning, merely studying a foreign language does not automatically produce cross-cultural understanding. Many students study a language only to fulfill requirements and see culture learning as a nonessential element of the curriculum. This article explains how conducting ethnographic interviews can promote openness toward culture learning. Following a brief review of the culture learning process and of attitudinal theory, the article reports on a study that replicated Robinson-Stuart and Nocon's (1996) San Diego State study in a Midwestern setting. Thirty-five college [https://students.ashworthcollege.edu/ students] from 2 second-year Spanish classes were introduced to ethnographic interviewing skills and assigned to interview a native speaker of Spanish.[https://www.youtube.com/watch?v=E_BWTkp1zko youtube.com] As in the previous study, the results showed that the interviews positively affected students’ attitudes toward the target language and its speakers as well as their desire to learn Spanish. Studies comparing the relative effectiveness of different orientations to second language acquisition have obtained contradictory results. In the present study, these contradictions are traced to ambiguities pertaining to the definition of orientations and to the influence of the milieu on the acquisition process. This study assessed the influence of ethnicity (French vs. French or English vs. The subjects were 871 grade I 1 students distributed in eight groups obtained by permutations of the above t h m factors. The ratings given to 37 reasons for learning the target language were factor analyzed separately for each sample, thus generating eight six‐factor structures. The 48 factors were then correlated and factor analyzed in order to delineate clusters of orientations which would be common to all samples or to subsets of the samples. The results show that instrumental, friendship, travel, and knowledge orientations were common to all groups, while five orientations resulted from specific combinations of ethnicity and target language, on the one hand, and milieu, on the other hand. These results arediscussed with respect to the influence of the learning context on orientations and in terms of their implications for further studies. Linguistique balkanique, which laid the groundwork for Balkan linguistics as a discipline offering an empirical basis for Trubetzkoy's theory of the Sprachbund. To this day, Judezmo still receives relatively little attention from Balkanists. Nevertheless, the language offers some particularly important insights into the Balkan Sprachbund. As an Ibero-Romance language sufficiently different from contemporary forms of Spanish to be considered separate and distinct, it represents a second sub-branch of Romance found within the Balkans. Judezmo has importance for Balkan linguistics owing to its relatively late arrival in the Balkans, when compared to the other convergent languages, and to the relative social isolation of Judezmo-speaking Jewish communities in the region. Importantly, there are features on which Balkan Judezmo converges with other Balkan languages, but others on which it does not. There are also Judezmo dialects outside the Balkans, and so, in conjunction with comparisons to other Ibero-Romance languages and dialects, Judezmo provides a control for distinguishing convergence from coincidence. In this article, we develop these observations and draw conclusions about the nature of language contact in the Balkans involving Judezmo-speaking Sephardim, as well as that involving the other languages, by contrast. The issue of teaching pronunciation has been severely neglected after the first year of most university foreign language (FL) courses. Moreover, research examining factors affecting the acquisition of the second language (L2) phonological system has been, in general, very scarce. In the present study I examine the acquisition of a nonnative phonological system by adult language learners studying Spanish at Indiana University, Bloomington. The objective of the study was to determine the success of supplementing intermediate Spanish courses with formal instruction in pronunciation. The instruction provided a multimodal methodology aimed to account specifically for individual differences and learning style variation.[https://www.youtube.com/watch?v=-_H7_2Qq2ng youtube.com] Variables such as field independence (FI), as measured by the Group Embedded Figures Test (Witkin, Oltman, Raskin, & Karp, 1971), and subject attitude or concern for pronunciation accuracy were examined in relation to improvement in pronunciation. The findings revealed that neither FI, nor subject concern for pronunciation accuracy, were significant predictors of improvement in pronunciation. In contrast, the multimodal methodology resulted in significant improvement of target language pronunciation for the subjects in the experimental group. The article ends with a classroom model of pronunciation instruction designed to enable teachers to incorporate this multimodal method into most second language (L2) curricula. There are also observations about pronunciation errors as they relate to contrastive analysis theory and several suggestions for future research. The AAVMC has prioritized diversity as one of its core values. Its DiVersity Matters initiative is helping veterinary medicine prepare for the changing demographics of the United States. One example of the changing demographics is the growing Hispanic population. In 2013, the Texas A&M University College of Veterinary Medicine & Biomedical Sciences responded to the needs of this growing sector by introducing medical Spanish into the core curriculum for Doctor of [https://www.youtube.com/watch?v=xV-Um3gPg44 Veterinary Medicine] (DVM) students. The medical Spanish course takes place over 5 weeks during the second year of the curriculum, and is composed of lectures and group learning.[https://www.youtube.com/watch?v=Qo1k5BoR464 youtube.com] While this may seem like a very compressed time frame for language learning, our goal is to provide students with basic medical vocabulary and a limited number of useful phrases. In this paper, we outline the implementation of a medical Spanish course in our curriculum, including our pedagogical approaches to the curricular design of the course, and an explanation of how we executed these approaches.[https://www.youtube.com/watch?v=t-2jgvi7v94 youtube.com] We also discuss the successes and challenges that we have encountered, as well as our future plans for the course. We hope that the successes and challenges that we have encountered can serve as a model for others who plan to introduce a foreign language into their curriculum as a component of cultural competency.