A study of foreign language learners cognitive style in multimedia classroom
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A Study of Foreign Language Learners ’ Cognitive Style in Multimedia Classroom. Wang Qi Northwest Normal University.  Aims:. This study is designed to investigate the relationship between foreign language learners ’ different cognitive styles and task variables in

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A Study of Foreign Language Learners ’ Cognitive Style in Multimedia Classroom

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A Study of Foreign Language Learners’ Cognitive Style in Multimedia Classroom

Wang Qi

Northwest Normal University


Aims:

This study is designed to investigate the

relationship between foreign language learners’

different cognitive styles and task variables in

the multimedia classroom in Northwest Normal

University.


Outline of This study

  • Research Background

  • research design

  • statistical findings and analysis

  • some suggestions


PartⅠ Research Background


PartⅡ Research Design

  • The Subjects:

    62 juniors (17 male students & 45 female

    students) from English Department are

    served as subjects who are randomly chosen

    from 85 juniors with the same learning

    experience in multimedia classroom.


PartⅡ Research Design

The Instruments(1):

Chinese Embedded Figures Test (CEFT) which is based

on Witkin’s Group Embedded Figures Test. According

to this test, the subjects are classified as field-

independent (FI, 24 students), field-dependent (FD,

19 students), and field-mixed (FM, 19 students ).


PartⅡ Research Design

The Instruments(2): three questionnaires

A. Learners’ Preference on Presentation in

Multimedia Format (LPPMF)

B. Learners’ Attitude toward Learning in Multimedia

Classroom (LALMC)

C. Satisfaction on Learning Effectiveness in

Multimedia Classroom (SLEMC)


PartⅡ Research Design

The Instruments(3):

Each of the three questionnaires has 10 items in

Chinese. 5-point Likert scale is for getting data.

The scores of them are ranging from 30 to 150. If

the scores are higher than 33 (each questionnaire)

and 98(total of the three) respectively, that shows

students have positive attitudes towards learning in

the multimedia classroom.


Part Ⅲ Findings and Analysis

Findings of Statistics of CEFT, LPPMF, LALMC, SLEMC

  • FI students get the lower scores on the two questionnaires (ALMC: M=31.85, SD=5.94; SLEMC: M=27.67, SD=4.75). 29% (total percentage) students of FI are satisfied with learning in multimedia classroom.


Part Ⅲ Findings and Analysis

  • (2) FD students get the higher scores on the two questionnaires (ALMC: M= 32.97, SD=4.54; SLEMC: M=27.93, SD=3.96), which shows that they prefer to learn in the multimedia classroom. But they get the lowest scores on LPPMF (M=30.67, SD=2.87).


Part Ⅲ Findings and Analysis

  • (3) FM students get the highest scores on LPPMF (M=32.06, SD=3.94) and the lowest scores on SLEMC (M=26.88, SD=4.30). And only 5.3% students of FM are satisfied with learning effectiveness in multimedia classroom.


Part Ⅲ Findings and Analysis

  • (4) The total scores of the three questionnaires show that 71.2% students are not satisfied with learning in the present multimedia classroom.


Part Ⅲ Findings and Analysis

5. A significant negative relationship between FI and

SLEMC (r = -.512*, p<.05) indicates that the

higher scores the FI students get, the less satisfied

they feel on learning, and the multimedia

environment has fewer effects on them.


Part Ⅲ Findings and Analysis

6. A significant positive relations between FD and

LPPMF (r =.516*, p<.05) / ALMC (r = .615*,

p<.05) indicate that FD students depend more

on the multimedia environment, although they

need help to familiarize themselves with the

presentation format in multimedia classroom.


Part Ⅲ Findings and Analysis

7. There are no significant relationship between FM and

the three variables.

It is obvious that the multimedia environment has the different effects on the learners with different cognitive styles. This study also finds that the ineffectiveness of teaching results is due to the teaching design of multimedia environment which does not adapt to accommodate different cognitive styles.


PartⅣ Some Suggestions


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