Ki rsten Shi er

5002G


ENGLISH LANGUAGE
LEARNERS
VOCABULARY
ACQUISITION THROUGH
DIGITAL ANIMATED
LITERACY
Primary school English
language learning
students.

Baseline data of
vocabulary knowledge

Comparison of
vocabulary acquisition
between digital
animated literacy
instruction vs. control
group.
OVERVIEW
20% of Ontarios elementary school students in
English-language schools are English language
learners (Ontario Ministry of Education, 2013).

21
st
century learners are required to be literate in
English and technology (Jung, 2012).

Much of the online software is geared towards adults
(Wicha et al., 2012).

So it is important to bring this area of research to
the forefront.

RESEARCH PROBLEM - SIGNIFICANCE
Instruction with Animation
Total Communication with Animation Dictionary (TCAD)
(Wicha et al., 2012).
Multimedia stories (Zhou, 2012).

Projects & Activities with Animation
IWB & Digital Storytelling (Won Hur & Suh, 2012).

Related Studies
Combination of technology and education (Jung, 2002).
Native language and English language captions ( Lwo & Lin,
2012).



LITERATURE REVIEW
Does English language
learners vocabulary
acquisition increase
through digitally
animated literacy vs.
control group?

Further area of study:
Digital educations
affect on students
technological
confidence and
vocabulary acquisition.
RESEARCH QUESTION


Quanti tati ve
Basel i ne data col l ecti on = vocabul ary assessment
Experi mental Research
Control Group = Tradi ti onal Vocabul ary Instructi on
Experi mental Group = Di gi tal Ani mated Li teracy

Sampl e Si ze: 100 Grade 3 Engl i sh Language Learners
(50student/group).

Length of Study: Four Months (i nstructi on three ti mes/week (40
mi ns) + 40 mi ns of practi ce at home).

Ai med at bri ngi ng awareness to technol ogy as i nstructi on and
new method of vocabul ary i nstructi on.
DATA COLLECTION