Year: 2009
Type: book
Abstract: 1.1Educational concerns and uses of technology 1.2Early technology-based resources and the development of research approaches 1.3Concepts behind phase-6 development and recent associated retrieval practice research 1.4 Preliminary studies to explore impacts of phase-6 on learning 1.5A study in a California school 1.6A study in three German schools 1.7Conclusions in terms of future directions and uses 1.8Recommendations for further studies focused on identification of learning impacts 2.• phase-6 was quite usable.When introduced to new study tools, pupils often believe that they will use them, but then fail to do so.For phase-6, pupils' good intentions at the beginning of the year corresponded significantly with a greater likelihood of them actually using phase-6 during the year.• Girls translated significantly more of the items correctly from Paper 1 than did boys.However, the effect of gender was not significant at the end of the test period.• Pupils were significantly better at receptive translations than productive ones in both papers (and certainly this result, taking research into language translation into account, would be expected).However, this may be an important conclusion for phase-6 users, in terms of the balance of access that pupils have to receptive and productive vocabulary.• Pupils translated items correctly significantly more often in Paper 1 and in Paper 2 when a sentence was present for context than when it was not.Context provided a benefit for verbs and adjectives, but not for nouns and preposition or connectives in Paper 1, while in Paper 2 context provided little benefit for nouns, but improved translations for the other parts of speech.This result may be important in terms of the forms of questions within vocabulary training packages when phase-6 is used.• Nouns were more often translated correctly in Paper 1 than the other parts of speech.This pattern is usual and is often attributed to the more concrete nature of many nouns.In Paper 2, prepositions and connectives were translated correctly almost as often as were nouns.The translation of verbs did not follow a pattern that was expected or in common with other forms of speech.This is an area that should be further explored, particularly as the verb forms used were infinitives rather than conjugated forms being involved.
Authors: Catherine O. Fritz, Don Passey, Peter E. Morris
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W144994161