Innovative Learning Modules for Language in Context: MIMEA

Kraemer, Angelika; Ahn, Seongmee; Hillman, Sara; Fei, Fei

doi:10.11139/cj.27.1.187-204

Cited by 6 publications

(5 citation statements)

References 13 publications

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“…Research on the usefulness of the MIMEA program shows that language learners enjoy it and believe that it will help them improve their language ability (Kraemer, Ahn, Hillman, & Fei, 2009). The problem, however, lies in test development, and specifically in the division of items into difficulty levels.…”

Section: Context Of the Studymentioning

confidence: 98%

Item Writer Judgments of Item Difficulty Versus Actual Item Difficulty: A Case Study

Sydorenko

2011

Language Assessment Quarterly

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This study investigates how accurate one item writer can be on item difficulty estimates and whether factors affecting item writer judgments correspond to predictors of actual item difficulty. The items were based on conversational dialogs (presented as videos online) that focus on pragmatic functions. Thirty-five 2nd-, 3rd-, and 4th-year learners of Russian participated. The results indicated that the hypothesized item difficulty was a weak, although significant, predictor of actual item difficulty. Intermediate and advanced items did not differ in difficulty, which may suggest that it is more challenging to predict higher level item difficulty or to design higher level items. In general, the item writer was accurate on predictions involving linguistic focus and response format. However, the effect of topical knowledge was not accounted for. This study provides implications for training item writers and for conducting future studies on item difficulty estimation.

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Section: Context Of the Studymentioning

confidence: 98%

Item Writer Judgments of Item Difficulty Versus Actual Item Difficulty: A Case Study

Sydorenko

2011

Language Assessment Quarterly

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“…In an online setting, this is not the case, resulting in an L1 interface in most cases, especially at the beginning levels. This point is illustrated in the examples given for the GLOSS system described in this project, as well as in Kraemer, Ahn, Hillman, and Fei (2009). Online language lessons oftentimes use L1 translations of the target language to try to keep the students engaged and motivated, even though L1 translations are generally not encouraged in CLT.…”

Section: Discussionmentioning

confidence: 99%

“…Thus far, the GLOSS modules have been evaluated by internal members of CSILC and of the DLIFLC but have not been evaluated empirically. For evaluative purposes, one model to follow is that of Kraemer et al (2009) in which the students who had used Multimedia Interactive Modules for Education and Assessment (MIMEA) evaluated the program in several areas: perceptions of the effectiveness of MIMEA in language skill development, relevance to language study, motivation for future language study, and general feelings about using online modules for language and culture study. Other than self-report data, it would also be valuable to measure the students' language improvement by use of the GLOSS modules.…”

Section: Discussionmentioning

confidence: 99%

Bridging the Gap

Thompson¹,

Schneider²

2012

IALLT Journal

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As language requirements burgeon at the post-secondary level inattempts to create global citizens out of college graduates,universities nationwide have seen a sharp increase in languagecourse enrollments, especially in the Less Commonly TaughtLanguage (LCTL) courses (Furman, Goldberg, & Lusin, 2007).While this is a positive trend from an intellectual and culturalpoint-of-view, the sudden growth presents a unique set of problemsfor course implementation. There has been a current trend ofoffering language courses online to meet increasing demands forcommonly taught languages (CTLs) (e.g., Chenoweth, Ushida, &Murday, 2006; Sanders, 2005), but little has been written aboutonline offerings for LCTLs (c.f., Winke, Goertler, & Amuzie, 2010).To respond to the need for high-quality pedagogical materials forLCTLs and to compensate for the lack of face-to-face classroomsettings, the Center for the Study of International Languages andCultures (CSILC) at the University of South Florida (USF) hascreated lessons in Dari, Pashto, and Urdu for the Global LanguageOnline Support System website (GLOSS; gloss.dliflc.gov)supported by the Defense Language Institute Foreign LanguageCenter. This paper is an analysis of considerations that informedthe process and products of these modules. A discussion ofimplications and directions for further study concludes the paper.

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“…Many studies investigated the process of creating an authentic ELL environment in the classroom (e.g. Hegelheimer & Tower, 2004;Jones, Squires & Hicks, 2008;Kraemer, Ahn, Hillman & Fei, 2009;Al-Shehri, 2011;Nikitina, 2011;Bahrani & Sim, 2012). For example, Bahrani & Sim (2012) aimed at discovering the effectiveness of exposure to news, cartoons, and films as types of authentic audiovisual programmes (which proved to be a great source of language input) on improving some low-level language learners' proficiency.…”

Section: Journal Of Research In Curriculum Instruction and Educationmentioning

confidence: 99%

The Effect of Learning Environment on EFL Undergraduates' Computer-Assisted Language Learning Achievement and Attitudes

Naeem¹

2015

Journal of Research in Curriculum Instruction and Educational T

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Contents 11-48 1. Un programme proposé basé sur l'apprentissage réflexif pour développer quelques compétences de l'enseignement chez les futurs enseignants de F.L.E. Dr. Héba Atia Ali Salem 49-96 2. Teachers' Dual Vision from a Culturally Bound Angle:Student-teachers' Voices. Dr. Khaled El ebyary 97-128 3. The Effect of Learning Environment on College Undergraduates' Computer Assisted Language Learning Achievement and Attitudes.

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Innovative Learning Modules for Language in Context: MIMEA

Cited by 6 publications

References 13 publications

Item Writer Judgments of Item Difficulty Versus Actual Item Difficulty: A Case Study

Item Writer Judgments of Item Difficulty Versus Actual Item Difficulty: A Case Study

Bridging the Gap

The Effect of Learning Environment on EFL Undergraduates' Computer-Assisted Language Learning Achievement and Attitudes

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