Abstract

This article examines the effectiveness of computer-assisted language instruction using Mavis Computel’s English–Yoruba talking books and pen. Using a developmental design, 21 children, aged 10, from highly educated Yoruba families were divided into an experimental and a control group. The groups were subjected to a study session in the same venue and at the same time but in different classes for three academic terms. Both groups wrote the Yoruba paper in the compulsory National Primary School Leaving Examination written along with other students. Though the experimental group did well in the examination, the control group performed much better. The contents of the books are structured according to the NERDC curriculum. This methodological approach the talking books adopt to the teaching of Yoruba enables the users to teach themselves through imitation, repetition, and audio-visual content. This article encourages government collaboration in the further development of the talking books.

摘要

本文探讨了使用Mavis Computel的英语-约鲁巴语有声书和笔进行计算机辅助语言教学的有效性。采用发育设计，将来自受教育程度较高的约鲁巴家庭的21名10岁的儿童分为实验组和对照组。这些小组在相同的地点，同一时间，但在不同的班级接受了三个学期的学习。两组都与其他学生一起在必修的全国小学毕业考试中撰写了约鲁巴论文。尽管实验组在检查中表现良好，但对照组的表现要好得多。这些书的内容是根据NERDC课程设置的。谈话书籍在约鲁巴语教学中采用的这种方法论方法使用户可以通过模仿，重复和视听内容来教自己。本文鼓励政府在有声书籍的进一步发展中进行合作。