| Summary: | 碩士 === 佛光大學 === 資訊應用學系 === 102 === The main purpose of this study was to explore the effects of segmentation mode and presentation mode of English words on junior high students’ English spelling performance, learning attitude, and cognitive load.
This study adopted a 2 (segmentation mode) x 2 (presentation mode) factorial experimental design. The segmentation mode included the “syllable mode”, which segmented the words by syllables, and the “whole mode”, which showed the words directly without segmentation. The presentation mode included the “generated mode”, in which the words were hidden at the first listening and the participants had to generate what they had heard before they saw the correct spellings, and the “provided mode”, in which the words were shown all the time.
One hundred and fifty students (73 aboriginal and 77 non-aboriginal students) from two junior high schools near the aboriginal areas of Yilan, Taiwan, participated in this study. They were randomly assigned to one of the experimental conditions (“syllable-provided, “whole-provided”, “syllable-generated”, and “whole-generated”). The learning task was to learn to spell twenty words (15 real words and 5 non-words). In the immediate tests and retention test, the 20 target words and 6 extended non-words were included. Finally, the questionnaires of English learning attitude and cognitive load were given.
The results of the study were summarized as follows.
1. English spelling performance: For the whole data, there were no statistical significant differences between different presentation modes, nor between different segmentation modes. However, after the data was separated by the identity of the participatns, the result showed that for non-aboriginal participants, those who received the “syllable mode” performed significanlty better in the spelling test than those who received the “whole mode” in the first immediate test.
2. cognitive load: For the non-aboriginal participants, those receiving the “syllable mode” perceived significantly lower level of task difficulty than those receiving the “whole mode”. For the aboriginal participants, those receiving the “generated mode” perceived higher level of mental effort needed than those receiving the “provided mode”. In the aspect of confidence and mental effort devoted, there were no statistical significant differences between different modes.
3. English learning attitude: In the negative attitude, there were no statistical significant differences. However, for the aboriginal participants, those receiving the “whole mode” perceived higher level of positive attitude than those receiving the “syllable mode”.
|
|---|
