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Assessing the Effectiveness of a Game-Based Phonics Intervention for First and Second Grade English Language Learners in India: A Randomized Controlled Trial
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Patel, Priyanka; Torppa, Minna; Aro, Mikko; Richardson, Ulla; Lyytinen, Heikki – Journal of Computer Assisted Learning, 2022
Background: In 2018, it was found that only a quarter of Grade 3 children in India were reading at grade level. A growing demand for English education has further limited children's literacy achievement. Despite a strong evidence base in favour of using systematic phonics for building English literacy skills, many teachers in India continue to use…
Descriptors: Foreign Countries, English (Second Language), Second Language Instruction, Teaching Methods
Teaching Turkish-Dutch Kindergartners Dutch Vocabulary with a Social Robot: Does the Robot's Use of Turkish Translations Benefit Children's Dutch Vocabulary Learning?
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Leeuwestein, Hanneke; Barking, Marie; Sodaci, Hande; Oudgenoeg-Paz, Ora; Verhagen, Josje; Vogt, Paul; Aarts, Rian; Spit, Sybren; de Haas, Mirjam; de Wit, Jan; Leseman, Paul – Journal of Computer Assisted Learning, 2021
Providing first language (L1) translations in L2 vocabulary interventions may be beneficial for L2 vocabulary learning. However, in linguistically diverse L2 classrooms, teachers cannot provide L1 translations to all children. Social robots do offer such opportunities, as they can be programmed to speak any combination of languages. This study…
Descriptors: Native Language, Translation, Second Language Learning, Vocabulary Development