Dissertation/Thesis Abstract

The Development of Interactive Technology for Conveying Symbols, Signs and Meaning for Beginning Learners of Arabic
by Smith, Samuel J. C., Ph.D., Brigham Young University, 2012, 100; 3523551
Abstract (Summary)

This study explored how a computer-assisted second-language instructional method introduced basic Arabic vocabulary and grammar and affected vocabulary acquisition. This instructional method used audio, text and animated images to introduce the vocabulary and grammar in a meaningful step-by-step presentation. Volunteers from Brigham Young University and Brigham Young University-Idaho were randomly assigned to either a control group or an experimental group to participate in interactive Arabic language computer programs. The control group received Arabic instruction by means of computerized flashcards, while the experimental group received Arabic instruction by means of animated images. Following the treatment, the volunteers completed an online posttest to measure how much Arabic vocabulary and grammar they learned. Statistical analyses indicated that, overall, neither method was significantly better than the other for these groups of volunteers.

Indexing (document details)
Advisor: Bush, Michael D.
Commitee: Belnap, R. Kirk, Gibbons, Andy S., Rich, Peter J., Williams, David D.
School: Brigham Young University
Department: Instructional Psychology and Technology
School Location: United States -- Utah
Source: DAI-A 74/01(E), Dissertation Abstracts International
Subjects: Foreign Language, Instructional Design, Educational technology
Keywords: Arabic, Computer-assisted language, Interactive technology, Second-language instruction
Publication Number: 3523551
ISBN: 978-1-267-56566-2
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