Abstract
This study elucidates issues related to using online vocabulary learning environments with collaborative filtering and functions for cognitive and social learning support in learner-centered learning, which requires learners to be self-regulated learners. The developed system provides learners with a vocabulary learning environment using online news as a test installation of functions. The system recommends news to each learner using a collaborative filtering algorithm. The system helps learners to use cognitive and social learning strategies such as underlining, along with a word-meaning display based on the learner’s vocabulary proficiency level. We investigated effects of the system on perceived usefulness and learning performance as a formative evaluation. Learners regarded this system as a useful tool for their language learning overall, but rated several functions low. Confirming the learning performance, the learner’s vocabulary proficiency level improved significantly.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Sakai, S.: A study on the relationship between developing learner autonomy and ICT in ELT. Journal of Multimedia Aided Education Research 6(1), 46–56 (2008)
White, C.: Language Learning in Distance Education. Cambridge University Press, Cambridge (2003)
Garcia, T., Pintrich, P.R.: Regulating motivation and cognition in the classroom: The role of self-schemas and self-regulatory strategies. In: Schunk, D.H., Zimmerman, B.J. (eds.) Self-regulation of learning and performance: Issues and educational applications, pp. 127–153. Lawrence Erlbaum Associates, Hillsdale (1994)
Hauck, M.: Metacognitive Knowledge, Metacognitive Strategies, and CALL. In: Egbert, J., Petrie, G.M. (eds.) CALL Research Perspectives, pp. 65–86 (2005)
Levy, M.: Computer-Assisted Language Learning – Context and Conceptualization. Oxford University Press, Oxford (1998)
Krashen, S.: The input hypothesis: Issues and implications. London House, Harlow (1985)
Dörnei, Z.: Motivational strategies in the language classroom. Cambridge University Press, Cambridge (2001)
Gass, S., Mackey, A., Pica, T.: The role of input and interaction in second language acquisition. The Modern Language Journal 82(3), 299–305 (1998)
Cronbach, L.J.: How can instruction be adapted to individual differences? In: Gagne, R.M. (ed.) Learning and individual differences, pp. 23–39. Charles Merrill, OH, OH (1967)
Lou, Y., Dedic, H., Rosenfield, S.: A feedback model and successful e-learning. In: Naidu, S. (ed.) Learning & teaching with technology – Principles and practices (open & flexible learning series), pp. 249–259. Routledge, Falmer, OX, UK (2003)
Schunk, D.H., Zimmerman, B.J.: Motivation and Self-Regulated Learning: Theory, Research, and Applications. Routledge, Falmer, London, UK (2007)
Resnick, P., Iacovou, N., Suchak, M., Bergstrom, P., Riedl, J.: GroupLens: An open architecture for collaborative filtering of netnews. In: Proceedings of the ACM Conference on Computer Supported Cooperative Work, pp. 175–186 (1994)
Breese, J.S., Heckerman, D., Kadie, C.: Empirical analysis of predictive algorithms for collaborative filtering. Uncertainty in Artificial Intelligence 14, 43–52 (1998)
Herlocker, J.L., Konstan, J.A., Borchers, A., Riedl, J.: An algorithmic framework for performing collaborative filtering. In: Proceedings of 22nd Annual ACM SIGIR Conference on Research and Development in Information Retrieval, pp. 230–237 (1999)
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2009 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Yamada, M., Kitamura, S., Miyahara, S., Yamauchi, Y. (2009). Vocabulary Learning Environment with Collaborative Filtering for Support of Self-regulated Learning. In: Velásquez, J.D., RÃos, S.A., Howlett, R.J., Jain, L.C. (eds) Knowledge-Based and Intelligent Information and Engineering Systems. KES 2009. Lecture Notes in Computer Science(), vol 5712. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-04592-9_65
Download citation
DOI: https://doi.org/10.1007/978-3-642-04592-9_65
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-04591-2
Online ISBN: 978-3-642-04592-9
eBook Packages: Computer ScienceComputer Science (R0)