From traditional to robot-assisted learning: a multimodal robot-assisted learning framework for enhancing english acquisition in korean preschoolers

In the field of child-robot interaction (CRI), long-term field studies with users in authentic contexts are still rare. This paper reports the findings from a 4-month field study of robot-assisted language learning (RALL). We focus on the learning experiences of primary school pupils with a social, persuasive robot, and the experiences of the teachers of using the robot as a teaching tool. Our qualitative research approach includes interviews, observations, questionnaires and a diary as data collection methods, and affinity diagram as a data analysis method. The research involves three target groups: the pupils of a 3rd grade class (9–10 years old, n = 20), language teachers (n = 3) and the parents (n = 18). We report findings on user experience (UX), the robot’s tasks and role in the school, and the experience of the multimodal interaction with the robot. Based on the findings, we discuss several aspects concerning the design of persuasive robotics on robot-assisted learning and CRI, for example the benefits of robot-specific ways of rewarding, the value of the physical embodiment and the opportunities of the social role adopted by the learning robot.

In Indonesia preschools with English-only or bilingual approaches have increasingly established and gained popularity among parents and children. To parents who favors TEYL, teaching English since early age is believed to be more effective as children’s brains are believed to absorb language easily. The mastery of English is also perceived to be a valuable investment for the child’s future. However, some people view TEYL in Indonesia with a more critical eye. This is especially because TEYL starts as early as two years old when the young learners’ mother tongue, Indonesian, has not been acquired fully. As a result, many are worried if the acquisition of English would sacrifice the acquisition and quality of Indonesian, the nation lingua franca. The purpose of this paper is to raise parent’s awareness on the issues underlying the teaching of English to young learners. It aims to critically examine studies on early multilingualism in countries where English is the first language and compare them with Indonesia’s condition where English remains a foreign language. The paper starts with the narrative of Ben, my 22 month-old son, and his unique linguistic repertoire to illustrate the uniqueness and individuality of the linguistic landscape each young learner brings into classroom. After a brief introduction sharing the story of Ben, I look more closely at the issues of teachingEnglish to young learners. The paper concludes by suggesting reflective parenting approach to address the pervasive practice of TEYL in Indonesia and pose a number of issues to consider when immersing one’s child in English. Keywords: Teaching English to young learners, multilingualism, early childhood education, second language acquisition, mother tongue, English as a foreign language, national identities.

The exploration and/or manipulation of objects and materials, referred to as object-oriented play (OOP), is one of the most prominent activities children engage in during early childhood. Especially within early childhood education, it is important to be able to assess and understand OOP, its developmental trajectory, and developmental value. This can support early childhood educators to successfully guide or enrich children’s OOP, so it becomes a context in which learning can take place. During the past decades, three dominant theoretical perspectives have explained and assessed certain (developmental) aspects of OOP: (1) genetic epistemology, (2) cultural historical psychology, and (3) evolutionary psychology. After reviewing the literature concerning OOP according to each theoretical perspective, this paper aims to synthesize these existing theories into a unified theoretical framework. This theoretical framework can be a starting point for future research on OOP in early childhood (education). We answer the following research questions: Q1. What are the defining labels and features of the exploration and/or manipulation of objects and materials by children in early childhood?; Q2. What is the developmental trajectory of the exploration and/or manipulation of objects and materials by children in early childhood?; Q3. What is the developmental value of the exploration and/or manipulation of objects and materials by children in early childhood?

Purpose - The increase in the enrolments of immigrant children in New Zealand seems to have posed great challenges to early childhood education services when it comes to developing the children’s English language acquisition. This qualitative case study explored how New Zealand early childhood teachers develop the English language acquisition of Asian immigrant English language learners (ELLs). The theoretical framework of this research drew on a range of sociocultural perspectives, including sociocultural adaptation and acculturation strategies. Methodology - The main participants of this study were seven early childhood teachers and six Asian immigrant ELLs from two early childhood centres. Data on the teachers were collected through observations and semi-structured interviews. For each centre, observations were carried out over a six week period which enabled a series of snapshots of how the teachers developed the English language acquisition of the ELLs. Findings - Making interactions comprehensible for the ELLs is one of the main strategies used by the teachers in developing the acquisition of English language by the ELLs. In the process of teaching the English language to the ELLs, most of the teachers were observed to use certain strategies in making interactions comprehensible for them. The teachers highlighted the strategies and modifications they made in order to make their interactions comprehensible for the ELLs. During the interview, it was clearly seen that with better proficiency in the English language, the communication between the ELLs and their teachers improved. Therefore, the sociocultural adaptation process takes place in a smooth manner for both the ELLs and the teachers. Significance - The central significance of the finding is that through the exploration of New Zealand early childhood teachers’ beliefs and practices, important insights are offered which lead to the improvement of educational practices in early childhood settings for immigrant children in relation to English acquisition. While some of the teachers’ beliefs and practices may have facilitative or positive effects on English acquisition, others may bring debilitative or harmful effects. The findings also add to the existing body of knowledge on teachers’ beliefs and practices in developing English acquisition among the ELLs, particularly Asian children. In the New Zealand early childhood education context, the study provides a platform on how early childhood teachers in New Zealand could develop English acquisition among Asian immigrant ELLs, while valuing and understanding children’s cultural backgrounds.

The purpose of this study was to investigate the influence of learning motivation and effectiveness on different assessment strategies of junior high school students after integrating QR Code solving examples into the unit of circumcenter, incenter and centroid of a triangle. The participants of this study were grade nine students. They were separated into two groups: One was experimental group, and the other was controlled group. There were thirty-three students in experimental group. There were thirty-five students in controlled group. The students in experimental group used QR Code solving examples, and the other group proceeded traditional teaching after the formative assessment. Three weeks later, they were asked to finish learning motivation and effectiveness questionnaire posttests. The results are as follows: 1. Integrating QR Code solving examples into learning materials is better than traditional teaching in learning effectiveness. 2. Students with different learning abilities, no matter in experimental group or controlled group, there are significant differences in their learning effectiveness. 3. With different teaching methods, there are no significant differences between high-level and middle-level ability of students who have the same learning ability. However, there are significant differences in low -level students. 4. The QR Code solving examples could raise students’ learning motivation. The conclusion is that integrating QR Code solving examples into learning materials can improve students' learning effectiveness and learning motivation. It is helpful for low-level students in learning effectiveness. Finally, suggestions are proposed as references for QR Code solving examples design, QR Code solving examples instruction and future research.

Cross-Cultural Education: The Effects of AR Technology and Learning Styles on Learning Achievements of Sculpture Course

Vocabulary acquisition is significant in language learning and entails sufficient language exposure. YouTube is a video sharing platform that has been proven by studies for carrying positive impacts in vocabulary learning and acquisition. This research aimed to find how intense is the students’ YouTube usage and investigate the correlation between the two variables. Therefore, it is a correlational study. The participants were 58 CLS II students from English Language Education Study Program of Sanata Dharma University. A two weeks journal and B2 CEFR vocabulary test were used as the instruments of this research. The participants were filling the journal in 14 days to record their YouTube usage intensity. Then, they were tested using B2 CEFR vocabulary test to measure their vocabulary acquisition. The data gathered were tested using Pearson’s Product Moment Simple Correlation formula. The result shows that the student’s YouTube usage intensity ranges from 85 to 629 minutes in 2 weeks and most of the students were at the moderate level. Then, there was a weak positive correlation between the intensity of YouTube usage and vocabulary acquisition, and the correlation was significant. Therefore, both teacher and English language learners could consider utilizing the application to enhance vocabulary acquisition.

Reviewed by: Second language acquisition and linguistic theory ed. by John Archibald John M. Lipski Second language acquisition and linguistic theory. Ed. by John Archibald. Malden, MA &Oxford: Blackwell, 2000. Pp. 256. The seven essays in this volume represent the application of contemporary linguistic theories to second language acquisition. Cynthia Brown’s ‘The interrelation between speech perception and phonological acquisition from infant to adult’ describes child (L1) and adult (L2) phonological development in an effort to understand the difficulty in acquiring a fully native L2 phonology. Using a model of feature geometry, and incorporating experimental data from Chinese, Korean, and Japanese speakers’ acquisition of English, Brown demonstrates that children rapidly acquire phonological structures that resist subsequent incorporation of nonnative contrasts. These early-acquired L1 restrictions persist and affect phonological perception during adult L2 acquisition, thereby limiting full acquisition of certain new phonological contrasts. Martha Young-Scholten and John Archibald study ‘Second language syllable structure’ using a hierarchical model of syllable organization, sonority scales, and feature geometry. Early child phonological acquisition routinely produces CV syllables through truncation while adult L2 phonology may employ epenthesis and substitutions to achieve patterns compatible with the L1. At times the acquisition of certain segments and contrasts (e.g. /1/ vs /r/) must occur before new phonological patterns (e.g. onset clusters) can emerge. ‘Mapping features to forms in second language acquisition’ by Donna Lardiere takes a minimalist approach to the development of L2 syntax. Assuming the minimalist view that syntactic patterns derive from morpholexical feature specifications, L queries whether L2 learners must acquire enough of the target language’s morphology in order to project the relevant functional categories or whether they approach the task with a preexisting set of possibilities. Unlike L1 and early L2 acquisition, in which morphological endings may be omitted but are rarely used incorrectly when present, adult L2 language shows a much higher frequency of morphological mismatches. Lardiere argues that—at least in the L2 case—there is no direct correlation between the acquisition [End Page 183] of specific morphological paradigms and the development of relevant syntactic patterns. ‘Second language acquisition: From initial to final state’ by Lydia White examines various notions about the roles of UG vs. the L1 in the acquisition of a second language. After reviewing several possible configurations, White questions the need to dwell on dichotomies, seeking instead to establish common ground among competing theories when dealing with data which are subject to multiple interpretations. Another survey of formal models applied to L2 acquisition is ‘When syntactic theories evolve: Consequences for L2 acquisition research’ by Bonnie Schwartz and Rex Sprouse. The authors review several proposals regarding the role of UG in constraining possible interlanguage grammars and the issue of poverty of the stimulus and end with a call to temper an ever-changing formal syntax with closer attention to actual interlanguage data. Alan Juffs examines the semantic-syntactic interface in adult L2 acquisition in ‘An overview of the second language acquisition of links between verb semantics and morphosyntax’. Juffs reviews theories that map semantic patterns onto particular classes of verbs and the relationships that might exist between L2 acquisition and theories of universal grammar. There is a growing body of evidence that universal semantic notions shape the morphosyntax of verb classes during L2 acquisition. Juffs concludes that both L1 transfer and universal syntactic/semantic configurations come into play in forming emergent L2 grammars. The final essay is Gary Libben’s ‘Representation and processing in the second language lexicon: The homogeneity hypothesis’. Libben offers evidence that there is a single lexicon for all monolingual and bilingual speakers, including adult L2 learners. When the bilingual lexicon is activated, all items linked by meaning or form are simultaneously available. The choice of languages is not a function of the lexicon (although lexical items are tagged for language) but rather lies outside of the lexical processing domain. Bilingual interactions, including code-switching, arise when the use of lexical items tagged for both languages lowers activation thresholds. In adult L2 speakers, cross-language equivalences are stronger than same-language synonyms since in the...

This research paper investigates the impact of visual aids on vocabulary acquisition in English as a Foreign Language (EFL) classes. Vocabulary acquisition is a fundamental aspect of language learning, and innovative teaching methods are continuously sought to improve this process. Visual aids, such as images, videos, flashcards, and infographics, are known to enhance comprehension, retention, and engagement in language learning. However, their specific effectiveness in the context of EFL vocabulary acquisition has not been comprehensively explored. The study employs an experimental research design. 62 EFL learners are randomly assigned to two groups: one group receiving traditional vocabulary instruction without visual aids, and the other group exposed to vocabulary teaching supported by various visual aids. Pre-tests and post-tests are conducted to assess vocabulary knowledge, and feedback from learners is gathered to understand their perceptions and preferences. Preliminary findings suggest that the use of visual aids in EFL vocabulary instruction leads to a statistically significant improvement in vocabulary acquisition (M=5.63) for the pretest and M=6.95 for the posttest. Learners in the visual aids group demonstrate enhanced comprehension, retention, and engagement. The research findings also reveal that visual aids worked better for low level of proficiency students.

The development of informatization has led to many advances in traditional education. The development of the economy has caused many new problems in today’s early childhood education. In traditional early childhood education, the management model that emphasizes the leading role of teachers has been difficult to solve new problems in early childhood education. It is proposed to introduce information technology into early childhood education, and to enhance intellectual development, safety management and teamwork spirit in early childhood education through information technology, multimedia technology, information monitoring technology and human-computer interaction technology in information technology. Children’s own development benefits and needs to start, giving children space. Independent exploration, training children’s scientific exploration, scientific exploration ability and scientific spirit.

This study conducted in Ingushetia uses mixed methods to examine the influence of video conferencing platforms (VCs) and social networks (SNs) on the acquisition of English as a Foreign Language (EFL) among Year-10 students. The study aims to compare how students and teachers perceive these digital tools in contrast to traditional language learning methods. The research involved a survey of 165 students to understand what digital tools, video conferencing platforms (VCs) and social networks (SNs) they use in language learning. Additionally, a more focused study comprised 30 students, divided equally into focus and control groups, to examine in-depth the impact of these digital tools on language acquisition, engagement, and motivation. Focusing on both student and teacher perspectives, the research scrutinizes the comparative effectiveness of these digital tools against traditional teaching methods. It evaluates the contribution of VCs and SNs to students' language development and gauges their perceived educational value as opined by teachers. A significant component of the study also involves analysing the practical application of Communicative Language Teaching (CLT) strategies, particularly emphasizing the influence of real-time interactions with native-speaking language coaches on the students' learning experience. Utilising a mixed-method approach, the study combines questionnaires and semi-structured interviews to gather comprehensive data from students and teachers. The findings reveal notable improvements in students’ language skills across all areas, including writing, reading, listening, and speaking, as well as increased motivation. A significant outcome is the emphasis students place on the value of personal relationships with language coaches, underscoring the role of interaction in language learning. The effectiveness of online interactions in enhancing language proficiency and motivation is evident, with implications suggesting a broader application in global language education. The results advocate for pedagogical reforms, stressing the importance of professional development in digital tools usage for more dynamic and ii engaging English language teaching. This study contributes to the evolving landscape of language education, highlighting the potential for integrating online learning into traditional teaching methodologies. Keywords: novelty, online learning, socio-cultural theory, communicative language teaching, motivation, language acquisition.

Online professional development programmes have a long tradition in adult education. However, in early childhood education, such programmes are only just beginning to be developed. Before online professional development courses can be made inclusive, accessible and widely available to early childhood educators, they must meet a few basic requirements. The present study provides insights into essential aspects that need to be considered when setting up online professional development programmes, a field which is still in its infancy in Austria. The results of a representative survey ( n = 317) demonstrated that early childhood educators' digital competencies are highly variable and cannot be taken for granted. The survey results also stress the need to provide educators with functional digital devices appropriate to their work environment. Early childhood educators' interest in online professional development programmes is very high, in recognition of the advantages afforded by flexible participation options independent of users' time constraints or location. The development of attractive, compelling and accessible online professional development courses can contribute to current professionalisation efforts in the field of early childhood education. Practitioner notes What is already known about this topic Online professional development has already a very long tradition in the field of adult vocational training but not in Early Childhood Education. The possibility of attending online professional development programmes independent of a participant's time constraints or location is viewed as a particularly beneficial advantage. Online professional development programmes positively affect the professionalisation of educators. For this reason, they must increasingly be integrated into the field of early childhood education. What this paper adds In the field of early childhood education in German‐speaking regions, online professional development training courses are only beginning to be developed. This paper examines the challenges and barriers for early childhood educators associated with implementing online professional development programmes for early childhood educators. The survey was conducted during the COVID‐19 pandemic and includes current data on the ongoing digitalisation boom. Implications for practise and/or policy Online professional development courses should not be understood as competition for conventional face‐to‐face programmes. Instead, they act as a useful supplement. Media competencies are a fundamental prerequisite for everyday professional life—early childhood educators need functional media devices, stable internet connections, and support structures in IT and computer literacy. Early childhood educators require effective instruction in using online professional development programmes to expand online professional development programmes in their field. They must also address compelling topics in early childhood education relevant to educators' practise.

Contents: S. Flynn, Introduction. Part I:Functional Categories. U. Lakshmanan, Functional Categories and Related Mechanisms in Child Second Language Acquisition. A. Vainikka, M. Young-Scholten, The Initial State in the L2 Acquisition of Phrase Structure. B.D. Schwartz, On Two Hypotheses of Transfer in L2A: Minimal Trees and Absolute L1 Influence. S.D. Epstein, S. Flynn, G. Martohardjono, The Strong Continuity Hypothesis: Some Evidence Concerning Functional Categories in Adult L2 Acquisition. J.W. Gair, Functional Categories in L2 Acquisition: Homegrown or Imported? Commentary on Part I. Part II:Constraints on Wh-Movement. X. Li, Adult L2 Accessibility to UG: An Issue Revisited. L. White, A. Juffs, Constraints on Wh-Movement in Two Different Contexts of Nonnative Language Acquisition: Competence and Processing. D.C. Lillo-Martin, The Acquisition of English by Deaf Signers: Is Universal Grammar Involved? G. Martohardjono, Measuring Competence in L2 Acquisition: Commentary on Part II. Part III:Binding and Related Issues. T. Al-Kasey, A.T. Perez-Leroux, Second Language Acquisition of Spanish Null Subjects. S. Bennett, L. Progovac, Morphological Status of Reflexives in Second Language Acquisition. N. Yusa, A Minimalist Approach to Second Language Acquisition. K. Christie, J.P. Lantolf, Bind Me Up Bind Me Down: Reflexives in L2. M. Thomas, Binding and Related Issues in L2 Acquisition: Commentary on Part III. Part IV:Phonology. J. Archibald, Metrical Parameters and Lexical Dependency: Acquiring L2 Stress. A. Youssef, I. Mazurkewich, The Acquisition of English Metrical Parameters and Syllable Structure by Adult Native Speakers of Egyptian Arabic (Cairene Dialect). W. O'Neil, The Rhythm Rule in English and the Growth of L2 Knowledge.

Vocabulary acquisition is a fundamental aspect of English language learning, and emerging artificial intelligence (AI) tools offer innovative approaches to enhance this process. This comparative study examines the effectiveness of AI-assisted vocabulary learning compared to traditional teaching methods in an English Language Teaching (ELT) classroom, focusing on C1 and C2 level vocabulary retention. An experimental design is employed, involving 100 college-level students, divided into an experimental group (AI-assisted learning) and a control group (traditional instruction). Pre- and post-surveys conducted via Google Forms to assess the vocabulary acquisition levels. The collected data is analyzed using statistical measures with graphical representations illustrating key findings. The findings revealed a significant improvement in vocabulary acquisition among students exposed to AI-assisted learning, suggesting its potential for enriching language instruction and learner engagement. The paper concludes with implications for curriculum design and recommendations for hybrid teaching models.

Brain Mechanisms in Early Language Acquisition