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  1. A 紀要
  2. A10 広島文教大学紀要
  3. 59

Synonym Acquisition and Retention: AI-Assisted Learner-Selected vs Teacher-Provided Synonyms

https://doi.org/10.51095/kiyo.59.06
https://doi.org/10.51095/kiyo.59.06
15bb46dc-ad81-4c06-8261-26a1355b26aa
名前 / ファイル ライセンス アクション
kiyo59.065-078.pdf kiyo59.065-078.pdf (1.3 MB)
Item type 紀要論文 / Departmental Bulletin Paper(1)
公開日 2024-12-25
タイトル
タイトル Synonym Acquisition and Retention: AI-Assisted Learner-Selected vs Teacher-Provided Synonyms
言語 en
言語
言語 eng
資源タイプ
資源タイプ識別子 http://purl.org/coar/resource_type/c_6501
資源タイプ departmental bulletin paper
ID登録
ID登録 10.51095/kiyo.59.06
ID登録タイプ JaLC
著者 Nevitt, Craig Anthony

× Nevitt, Craig Anthony

ja Nevitt, Craig Anthony

ja-Kana ネヴィット, クレイグ アンソニー

en Nevitt, Craig Anthony

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内容記述タイプ Abstract
内容記述 This study compares the effectiveness of Teacher-Provided Synonym Sets (TPSS) and AIAssisted Learner-Selected Synonym Sets (AALSS) in enhancing vocabulary retention among a consistent group of low-proficiency students over a single semester. I administered pre- and post-tests, as well as an anonymous student survey, to collect data. Student perception found through the survey and test performance paint a different picture. Survey results revealed that AI-assisted synonym creation was well-received, with students finding it engaging, motivating, and beneficial for vocabulary learning. The process promoted learner autonomy and collaboration while encouraging active engagement with the material. On a 6-point Likert scale, students rated their engagement positively, with average scores ranging from 4.3 to 4.8 in categories such as interest, motivation, and collaboration. Most students (62%) preferred creating their own synonym sets, citing improved memorization and greater control over their learning. Despite positive student perceptions, test results showed students performed better with TPSS on chapter tests. The final analysis of a delayed post-test and survey finds that the teacher-selected synonyms resulted in a better outcome. The larger improvement in mean scores suggests that the teacher’s expertise in selecting appropriate synonyms may have contributed to better student learning. However, both methods led to significant improvements, and the difference in p-values is not substantial. Thus, there appear to be potential benefits of both teacher-selected and student-selected synonyms.
言語 en
bibliographic_information ja : 広島文教大学紀要
en : Bulletin of Hiroshima Bunkyo University

巻 59, p. 65-78, 発行日 2024-12-20
出版者
出版者 広島文教大学
言語 ja
item_10002_source_id_9
収録物識別子タイプ PISSN
収録物識別子 24351660
item_10002_source_id_11
収録物識別子タイプ NCID
収録物識別子 AA12881318
フォーマット
内容記述タイプ Other
内容記述 application/pdf
出版タイプ
出版タイプ VoR
出版タイプResource http://purl.org/coar/version/c_970fb48d4fbd8a85
日本十進分類法
主題Scheme NDC
主題 370
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