Situated learning with multimedia annotation enhance EFL learning for dyslexia

• Main Authors: Hong-Wen Jiang, 姜虹彣
• Other Authors: 黃武元
• Format: Others
• Language: en_US
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/vhancp

碩士 === 國立中央大學 === 網路學習科技研究所 === 105 === Situated learning is helpful to learn English for students in non-native English country. With the rapid development of technology and mobile devices, mobile learning is used widely in education. In the research of special education, there is few research to combine technology with teaching strategy for disabled students with difficulties in English as foreign language (EFL). Therefore, this study evaluates the effect of situated learning for dyslexic students in EFL learning with multimedia annotation (virtual pen, VPEN). They can learn and review English from different situations, such as school and home. They can use VPEN to make a variety of annotation with voice, photos and texts in authentic situation to improve their English learning. This research aimed to investigate how VEPN and situated learning influenced dyslexic students’ learning achievement and behaviors. In this study, there are four participants which were diagnosed with dyslexia in grade nine, for a period of seven weeks. The results showed that the mean values of post-tests in English vocabulary and sentence, the learning effect of situated learning at school&home was better than that of traditional learning and situated learning at school. It found that after school learning with situated learning had positive influence for dyslexic students’ EFL learning. It offered them a coherent learning experience from school to home. Additionally, they were willing to learn English from their surroundings. Furthermore, text annotation was used the most by dyslexic students according to the analysis of their learning behaviors. In other words, dyslexic students depended on using text annotation to learn English at school and at home.