Juan Yang , Yangyang Li , Ling Wang , Bo Sun , Jiajia He , Zhijie Liang , Daifa Wang
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引用次数: 0
Abstract
Background
Numerous studies have claimed that high variability phonetic training (HVPT) has significant efficacy in improving learners’ phonological decoding ability. Although mobile learning (ML) based HVPT program integrated with sound instructional design also demonstrated the effectiveness, its reliability and validity need to be further verified.
Aims
This study evaluated the training's efficacy in improving Chinese learners' perception and production of English words by comparing learners' brain activation changes and network connectivity changes because of the training.
Samples
Participants were 40 undergraduate students.
Methods
This study developed a Wechat application to implement a self-regulated high-variability-phonetic-training (HVPT) for 20 university students; employed a modified phonics screening test (MPST) as a benchmark test to assess learners’ phonetic decoding ability before and after the training; designed a quasi-experiment (control/experimental design) for 40 participants; most importantly, this study used a functional near infrared spectroscopy (fNIRS) device to monitor brain activation and networks synchronisation for participants in both groups before and after training.
Results
The results showed that learners' performance on 5-phoneme pseudowords was significantly improved. The training inhibited learners’ right fusiform gyrus. A significant correlation was observed between enhanced RMTG and increased testing scores.
Conclusion
The transfer effect of Mobile MVPT on long pseudowords is significant, suggesting its efficacy in helping learners apply the phonetic patterns perceived from the training to segmentally analyse new difficult words.
期刊介绍：
As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.
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