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- W2185461450 abstract "Many studies have been conducted to verify the effectiveness of technology-enhanced visual aids in second language learning, and conclude the positive effects of the aids both in incidental and intentional vocabulary learning. On the other hand, previous research by Sato & Suzuki (2010, 2011, 2012) to compare the effectiveness of still pictures with animations depicting the schematic images of English prepositions found no significant difference between the pictorial and animated images. This indicates that successful second vocabulary learning with technological aids results not only from the technology itself, but the individual factors of the learners who use the technology. This study, therefore, explores the individual factors that affect the learning of prepositions through the use of animations, focusing on information processing styles and the first language of the learners. The results of our research conducted both in Taiwan and Japan show that the Taiwanese received a positive effect in the post-test administered immediately after using the visual aids whereas the Japanese received a positive effect in the delayed-test two weeks later. Besides, the imagers, who prefer using images in processing information, tend to get better results than the verbalizers, who prefer using languages in their information processing, whether they are Taiwanese or Japanese. From these findings, we conclude the importance of individual factors in examining second vocabulary learning with technology." @default.
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- W2185461450 date "2014-01-01" @default.
- W2185461450 modified "2023-09-27" @default.
- W2185461450 title "EXAMINING THE IMPACT OF INDIVIDUAL DIFFERENCES OF INFORMATION PROCESSING STYLES IN TECHNOLOGY-ENHANCED SECOND VOCABULARY LEARNING" @default.
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