A Pilot Study of a Multimedia Instructional Program for Teaching of ESL Grammar with Embedded Tracking

Theoretical Underpinnings J. Sweller’s Cognitive Load Theory R. Mayer’s Multimedia Learning Theory R. Mayer’s Multimedia Learning Theory Deductive Inductive Modified deductive Modified inductive Grammar Teaching Deductive Inductive Modified deductive Modified inductive Grammar Teaching Web-Based Program Addresses individual learning styles Allows students to choose a teaching approach Uses Story-telling format Is project based The use of techniques to activate deep learning: select, organize, and integrate the information. The use of techniques to activate deep learning: select, organize, and integrate the information. Uses behavior tracking to collect data about how it is used Web-Based Program Addresses individual learning styles Allows students to choose a teaching approach Uses Story-telling format Is project based The use of techniques to activate deep learning: select, organize, and integrate the information. The use of techniques to activate deep learning: select, organize, and integrate the information. Uses behavior tracking to collect data about how it is used

Impact of the program on: 1. Students’ ability to use passive voice for describing the geography of USA. Students’ picture descriptions within the training episode and Pre-test/post-test scores Students’ picture descriptions within the training episode and Pre-test/post-test scores 2. Students’ understanding of how to apply passive voice in other contexts. Students’ Pre-test/ Knowledge Transfer test scores Students’ Pre-test/ Knowledge Transfer test scores 3. How Student’s use the program. Likert-scale survey Debriefing Navigation patterns from database report Informal observations of program use Likert-scale survey Debriefing Navigation patterns from database report Informal observations of program use

Student’s Learning Outcomes Computer Skills Navigation Patterns Prior Knowledge of Passive Voice Native Language Research Question 4Data Collection Instruments Are there any relationships between… Database Report Pre-Test Demographics Survey

Human Subjects  10 adult learners received the full treatment  Site: DMACC (Des Moines Area Community College)  Age Range :  L1 Languages: Chinese, Spanish, Slovak, Korean, Taiwanese, Danka, Russian.  Typing skills: low to average  Level of English language proficiency: low intermediate to advanced  Level of familiarity with passive voice: beginners- intermediate

Methodology Time ScheduleProcedures Day 1 (Dec 10) Collecting Demographics (background questionnaire) Pretest (USA geography context) Day 3 (Dec 12) Training Episode: Unit 1-4 Informal observations Day 6 (Dec 15) Training Episode: Unit 5-7 (picture description included) Likert Survey Debriefing Informal observations Day 10 (Dec 19) Delayed Post-test, USA geography context. Day 16 (Dec 25) Knowledge transfer test (context other than Geography of USA)

Evaluation Results: Pre-test /Post-test Students’ ability to use present and past simple passive voice increased on average by 3.6 points out of 20.

Evaluation Results: Pre-test /Knowledge Transfer Test Students’ ability to use present and past simple passive voice increased on average by 3.2 points out of 20.

Analysis of Picture Descriptions  Students were able to use passive voice structures and alternative active voice structures  They showed better performance with the verbs which were used and practiced the most in the program  The advanced students showed better performance  Intermediate learners needed additional exercises with prepositions of place and articles with geographical names  All the students emphasized the importance of the writing assignment to help them review what they had learned

Survey and Interview Data Analysis  Rating of effectiveness of different features in the program ranged from 4.9 to 4.1 on a 5 point Likert scale. (5-strongly agree, 1-strongly disagree)

Discussion  The data revealed the preliminary evidence of the effectiveness of the program  The findings are consistent with the Cognitive Load Theory and the Multimedia Learning Theory  The biggest knowledge gain (6.3 out of 20) was among the participants with low prior knowledge of the grammar concept  The program addresses the needs of students with different level of prior knowledge and different learning styles  No relationship between computer skills and students’ knowledge gain was found

Limitations and Conclusions  LIMITATIONS:  Convenience sample.  Results cannot be generalized at this point because of the limited number of participants IN CONCLUSION:  Findings from the cognitive load theory and multimedia learning theory implemented in the program contributed to the effective instructional design decisions  The information collected during the pilot study was used for the program’s modification.  Further research is recommended to test the modified program on a larger group of participants for a statistical analysis of the data

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