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مقالات فارسیISIکنفرانسهاژورنالها

On Anthropomorphism in Technology-Enhanced Language Learning: Does Modality Matter in Agent-Based Multimedia Instruction on L۲ Idioms?

محل انتشار: فصلنامه آموزش مهارتهای زبان، دوره: 35، شماره: 2
سال انتشار: 1395
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 175

فایل این مقاله در 38 صفحه با فرمت PDF قابل دریافت می باشد

استخراج به نرم افزارهای پژوهشی:

لینک ثابت به این مقاله:
https://civilica.com/doc/1185848

شناسه ملی سند علمی:

JR_JTLS-35-2_005

تاریخ نمایه سازی: 6 اردیبهشت 1400

چکیده مقاله:

The present study aimed to satisfy a twofold purpose: On the one hand, it sought to verify the postulation that agent-based instruction could offer a compromise approach to teaching L۲ idioms where form and meaning would be equally emphasized during instruction. Given that anthropomorphism has not been much under scrutiny, this research, on the other hand, sought to ascertain whether learning and retention of English idioms would be differentially impacted when two different modalities of virtual tutors —anthropomorphic and non-anthropomorphic— were present in the tutorial. To this aim, the participants of the study received instruction on ۱۲۸ English idioms from human teachers, a multimedia application featuring a humanoid virtual teacher, or a piece of multimedia courseware with a non-anthropomorphic virtual tutor. Analysis of the post-intervention measures of L۲ idiom knowledge revealed that agent-based instruction had proved more effective in improving both learning and retention of the target idioms among the participants. A further finding was that despite the greater motivational benefits of the humanoid virtual tutor, it had not privileged the participants, performance-wise.

کلیدواژه ها:

anthropomorphism ، cognitive load ، modality effect ، pedagogical agents ، redundancy effect

نویسندگان

Rahman Sahragard

Department of Foreign Languages and Linguistics, Shiraz University, Shiraz, Iran

Alireza Ahmadi

Department of Foreign Languages and Linguistics, Shiraz University, Shiraz, Iran

Hamed Babaie Shalmani

Department of Foreign Languages and Linguistics, Shiraz University, Shiraz, Iran

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