Individualized Spanish at an Undergraduate Institution: Implementation and Evaluation

The Application of Computer in Education System and its Significance to Teaching and Learning

“…The instructor ought to confer the procedure and content of such troublesome material with the understudies to engage such understudies or students appreciate the material content. [3] attests that teachers and their accomplices have the commitment to offer each understudy/student some aid with discovering the best way to deal with learn, to lend a hand them with their work, to test out their work and to channel them to more valuable learning. Having the same point of view with [3][6] says that the teacher can't be detached from fruitful instructional positions he/she has free of the level of the development in light of the focal part he/she plays in teaching and learning progressions.…”

“…[3] attests that teachers and their accomplices have the commitment to offer each understudy/student some aid with discovering the best way to deal with learn, to lend a hand them with their work, to test out their work and to channel them to more valuable learning. Having the same point of view with [3][6] says that the teacher can't be detached from fruitful instructional positions he/she has free of the level of the development in light of the focal part he/she plays in teaching and learning progressions. The augmentation and nature of teacher's dedication to teaching and learning technique ought to be well thought-out in familiarizing another development to instruction.…”

Progress in Language Classroom Research: Evidence from The Modern Language Journal, 1916‐2000

“…In addition, they outlined in much greater detail than previous classroom research the reliabilities of their extensive test measures, and they were the first explicitly to employ analysis of covariance to adjust for initial differences-although researchers from the beginning of the Journal's publication had shown concern and attempts to adjust for lack of equivalence between treatment groups. Also to the credit of Clark and Clark and of Blickenstaff and Woerdehoff, they sampled student attitudes toward the instructional variables, a practice that up to that time had been neglected in classroom studies (sam-pling of student attitudes toward instruction was undertaken more extensively in the 1970s and afterwards, as in Moody, 1976, a correlational study only; Benmaman, Moore, Morgan, & Rowe, 1982;Joiner, 1977;Nieman & Smith, 1978;Schulz, 1977;and Swaffar & Woodruff's 1978 review of several correlational studies at the University of Texas).…”

“…The paced group did better on achievement measures, but students with higher language or scholastic aptitude achieved relatively better in the control group, another finding of an aptitude by treatment interaction. A final study on this topic was Benmaman, et al (1982), whose large Individualized Language Program (ILP) was compared with regular class sessions in Spanish. Comparisons between the two groups showed significant advantages for the ILP in MLA test achievement adjusted for predicted grades.…”

“…In contrast, Bovée's (1923) groups lacked equivalence, so that he had to make an argument based more on their distinct rates of development; Russell (1940) provided no statistics nor comparison of initial abilities between his two reading groups, and the author's own reading test was the eventual comparison measure; Mueller and Niedzielski (1966) compared unequal groups in two different years; and Benmaman, Moore, Morgan, and Rowe (1982) conducted an attitude assessment of only the experimental treatment group.…”