Abstract
This research explored the integration of dual coding theory and modern computer technology with symmetry into a vocabulary class to improve students’ learning attitude and effectiveness. Three research questions are addressed in this research on the effects of computer-assisted learning based on dual coding theory (DCT). This experimental research was carried out in a high school in a remote rural area in China. The study was conducted in two parallel classes (the experimental and the control) in Grade 8 with a total of 88 students. Our research methods included pre- and post-test, questionnaires, and an interview with symmetry as the focus to obtain the results as follows: (1) Using the integration of computer assisted language learning (CALL) and DCT to effectively improve students’ learning attitude, (2) transforming students’ traditional learning methods into the dual coding method, and (3) enhancing students’ vocabulary learning effectiveness.
Highlights
With the rapid development and popularization of network computer technology, how to apply the new technology to education has become a hot topic of general concern to educational scholars.There have been many studies using computer assisted language learning (CALL) (Computer Assisted Language Learning) in teaching, and in the process of computer-assisted teaching, many pictures and visual effects are bound to be used to present the language teaching content
This paper investigates the effectiveness of computer assisted learning based on dual coding theory (DCT) as the novel teaching method
It was distributed to the experimental class (EC) students before and after the experiment in order to find out if the students’ attitude changed with the help of DCT teaching
Summary
There have been many studies using CALL (Computer Assisted Language Learning) in teaching, and in the process of computer-assisted teaching, many pictures and visual effects are bound to be used to present the language teaching content. Vocabulary acquisition is one of the most important parts of language learning. The dual coding theory (DCT), proposed by Paivio in the 1970s, was one of the most important principles at that time [3]. Both language generators—logogen—and image generators—imagens— (visual, auditory) were used to activate stimuli. The theory attempts to put visual and verbal cognition in important positions. By using the visual and verbal system with symmetry in both the left and right hemispheres of the brain, students’ learning situations can be improved.
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