Retention and retrieval rates of vocabulary learning by exam fixated word lists and learning box related flash cards.
1
Issued Date
2007
Resource Type
Language
eng
Rights
Mahidol University
Suggested Citation
Krey, Thomas (2007). Retention and retrieval rates of vocabulary learning by exam fixated word lists and learning box related flash cards.. Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/35016
Title
Retention and retrieval rates of vocabulary learning by exam fixated word lists and learning box related flash cards.
Author(s)
Other Contributor(s)
Abstract
Abstract: This study will be conducted in order to examine retrieval and recall
rates on vocabulary learning. The investigated techniques are exam fixated word
lists and Learning Box related flash cards. This box (a dynamic system of
storing and reviewing flash card items) has been introduced at MUIC about 3
years ago. However, students’ usage has been inconclusive and advantages over
other methods have not been proofed so far by research.
Objective: A first goal is to proof whether research reservations against word
list learning are justified. A second goal is to see whether the usage of flash
cards and dynamic review systems like the Learning Box are superior to word
list learning. A third goal is to provide participating students with better insights
into their vocabulary learning capabilities and to advise adaptations.
Methods: In order to gain better insights into this matter, students of 2 intact
Elementary German II classes will be tested consecutively for both treatments
over a period of 6 – 8 months (3 months in class and delayed post tests
afterwards). As variables are impossible to control over such a long period, the
study cannot be strictly experimental. It will be a longitudinal case study
comprising both qualitative and quantitative approaches. Its design will be within
subject, thus each participant will be exposed to both treatments. The main
focus will be on retrieval rates of items which have been previously either not
recalled (omission error) or wrongly recalled (intrusion error). However, items
thoroughly correctly recalled are of less importance, as their reactivation cannot
be linked provable to one of the investigated methods.
Description
Research Seminar on Research for MUIC Development, Mahidol University International College, Thailand. January 19, 2007