Open AccessComputer-assisted language learning in reading comprehension by using visual mnemonics A case study of Iranian EFL learners
Author(s) -
Mojtaba Aghajani,
Hanieh Amanzadeh
Publication year - 2017
Publication title -
international journal of applied linguistics and english literature
Language(s) - English
Resource type - Journals
eISSN - 2200-3592
pISSN - 2200-3452
DOI - 10.7575/aiac.ijalel.v.7n.1p.130
Subject(s) - mnemonic , reading (process) , reading comprehension , psychology , psychological intervention , intervention (counseling) , comprehension , computer assisted instruction , control (management) , treatment and control groups , developmental psychology , mathematics education , linguistics , cognitive psychology , computer science , artificial intelligence , medicine , philosophy , pathology , psychiatry
A profitable method to address reading delays is to use computer-assisted learning, but these techniques are not always effective. In this research, the researchers evaluated a commercially available computer system, which uses visual mnemonics, in a randomised controlled trial with 78 English-speaking children (mean age 7 years) who their schools identified as needing reading support. School based individual tutorials usually took place 2-3 times/week. Only the experimental group received the intervention in the first 10 months, thereafter both the experimental and control groups received the intervention for 6 months. After 10 months, the experimental group had significantly higher standardised scores than the waiting list control group of decoding, phonological awareness, naming speed, phonological short-term memory and executive loaded working memory. The computer-assisted intervention was effective and this suggests that this medium can be used for reading interventions with English speaking children