Abstract

This study is aimed to design a novel vocabulary learning mechanism (VLM) in the previously developed video-annotated learning and reviewing system (VALRS) that allows learners to identify unfamiliar or unknown words when listening to the video and generate personalized input enhancement from English subtitles for vocabulary learning. It is expected that the VALRS with VLM (VALRS-VLM) can help learners improve their English listening comprehension in the recognition of speech sounds of individual vocabulary words and meaning understanding of vocabulary words and oral sentences. To investigate the learning effectiveness and learners’ experiences of the newly developed VLM, this study compared the outcomes of English listening comprehension performance and technology acceptance between the experimental group using the VALRS-VLM and the control group using the VALRS without the VLM (VALRS-NVLM). Analytical results show that the learners using the VALRS-VLM achieved remarkably better in both English listening learning outcomes and learning retention for vocabulary learning and overall English listening comprehension performance than those who used the VALRS-NVLM. Besides, according to the results of the questionnaire surveyed after the experiment, both the VALRS-VLM and VALRS-NVLM groups showed good technology acceptance. This study confirms that the proposed VALRS-VLM could effectively facilitate learners’ English listening learning as well as provide them with a positive learning experience.

摘要

本研究旨在在先前开发的视频注释学习和复习系统（VALRS）中设计一种新颖的词汇学习机制（VLM），使学习者在收听视频时识别不熟悉或未知的单词，并从英文字幕生成个性化输入增强用于词汇学习。预计带有VLM的VALRS（VALRS-VLM）可以帮助学习者在识别单个词汇单词的语音以及对词汇单词和口头句子的含义理解方面提高英语听力理解能力。调查新开发的 VLM 的学习效果和学习者体验，本研究比较了使用 VALRS-VLM 的实验组和使用不使用 VLM 的 VALRS (VALRS-NVLM) 的对照组之间的英语听力理解表现和技术接受度的结果。分析结果表明，与使用 VALRS-NVLM 的学习者相比，使用 VALRS-VLM 的学习者在英语听力学习成果、词汇学习的学习保留和整体英语听力理解表现方面取得了显着提高。此外，根据实验后调查问卷的结果，VALRS-VLM和VALRS-NVLM组均表现出良好的技术接受度。本研究证实，提出的 VALRS-VLM 可以有效地促进学习者的英语听力学习，并为他们提供积极的学习体验。