This quasi-experimental study examined the effects of input-based, meaning-based output (MO) and traditional instruction (TI) on EFL learners’ grammar learning. To this end, 120 junior high school students were selected from 4 intact classes. Each class was assigned to an instructional condition, that is, textual enhancement (TE), input flood (IF), MO, and TI. Before the treatment, a multiple-c...

Multimedia network-assisted instruction (mcai) provides intelligent support for innovative English teaching. By giving full play to the advantages of multimedia (mcai), it presents a vivid and three-dimensional classroom students, will improve efficiency teaching in an all-round way students' understanding cognition. Based on analysis design principles system platform based this paper pforward ...

Aimed at both newcomers to online learning as well as experienced multimedia developers, this paper addresses the issue of how to avoid unproductive multimedia instructional practices and employ more effective cognitive strategies. Baddeley’s model of working memory and Paivio’s dual coding theory suggest that humans process information through dual channels, one auditory and the other visual. ...

II STATEMENT OF ORIGINALITY III ACKNOWLEDGEMENTS IV TABLE OF CONTENTS V LIST OF FIGURES VII LIST OF TABLES VIII 1.0 INTRODUCTION 1 1.1 Project Objectives and Rationale 1 1.2 Project Specifications and Scope 2 1.3 Project Overview 3 1.4 Report Overview 3 2.0 OVERVIEW OF MULTIMEDIA APPLICATIONS 4 2.1 Characteristics of Multimedia Applications 4 2.2 Overview of MPEG and JPEG 5 2.2.1 Breakdown of t...

Many microprocessor instruction sets include instructions for accelerating multimedia applications such as DVD playback, speech recognition and 3D graphics. Despite general agreement on the need to support this emerging workload, there are considerable differences between the instruction sets that have been designed to do so. In this paper we study the performance of five instruction sets on ke...

This study explored the effect of input vs. collaborative output tasks on Iranian EFL learners’ grammatical accuracy and their willingness to communicate (WTC). In so doing, the study utilized 3 input (i.e., textual enhancement, processing instruction, and discourse) and 3 collaborative output (i.e., dictogloss, reconstruction cloze task, and jigsaw) tasks and compared their effects on 5 Englis...