Tom A F Anderson

The purpose of this study was to investigate potentials of and to identify factors relevant to computer games at the center of a course curriculum. In order to improve the English listening ability of foreign language learners in Taiwan, two types of lessons were developed for America’s Army, a free-for-download FPS military game. The current study compared different factors that contribute to the possible success of lessons that use video games as their core material. A deeper impression of the feasibility of using in-game dialogue for language learning was. Assessment of listening comprehension was conducted in pre- and post-tests. The study shows students feel they can learn English through a course that uses computer games and gives directions for further research.

Keywords: EFL, video games, computer games, language learning, ESL


Anderson, T. A. F., Reynolds, B. L., Yeh, X.-P., & Huang, G.-Z. (2008). Video Games in the English as a Foreign Language Classroom. Proc. of Digital Games and Intelligent Toys Based Education, 2008 Second IEEE International Conference on (pp. 188-192). Banff: IEEE Conference Proceedings.

Automated collection of environmental data may be accomplished with wireless sensor networks (WSNs). In this paper, a general discussion of WSNs is given for the gathering of data for educational research. WSNs enhance the scope of a researcher to include multiple streams of data: environmental, cyberdata, video, and RFID. A brief overview of the technology prepares the exploration of a setting used for outdoor learning.

Guarantees on quality-of-service (QoS) are essential for multimedia applications such as wireless TV and VoIP (voice over IP) to be successfully utilized over a WMN (Wireless Mesh Networks). As a consequence of providing Internet access to many clients over such a network, throughput is affected by the number of hops that a client is from its backhaul and how traffic load distributing. These spatial bias and loadbalancing problems are formulated as a mixed-integer nonlinear programming problem that take into consideration the multi-hop delay, both in terms of least-hop and load-balanced routing, and in terms of link capacity constraints in mesh structures. In this paper, we proposed distributed resource allocation scheme and load-balanced routing algorithms combining with Lagrangean Relaxation approach that minimize the maximum multi-hop delay at the MAC layer and network layer, algorithms that achieve load-balanced on each backhaul and each branch of the backhaul with orthogonal channels. Our experiment results demonstrate that the algorithms achieve near-minimum multihop delay and outperform other resource allocation schemes and routing algorithms.

Anderson, T. A. F., Hwang, W.-Y., & Hsieh, C.-H. (2008) A study of a mobile collaborative learning system for Chinese language learning. 'Workshop Proceedings: Supplementary Proceedings of the 16th International Conference on Computers in Education (ICCE)', 2008.

Abstract: In this paper, we introduce the idea of promoting language learning outside the classroom through mobile devices. We present Student Partner, an m-learning system designed specifically to promote collaboration among Chinese language learners, with capabilities including GPS, camera, messaging and recording. Some directions for future work are presented, and strengths and drawbacks of the mobile learning collaborative system are discussed.

Keywords: mobile learning, MCSCL, mobile discussion forums, Chinese language learning, mobile devices, GPS, location aware services

This paper concludes with a lot of links to webpages with free materials for learning English. This is the abstract, but please download the full paper (8 pages) if interested in the links!

A wide spectrum of materials, designed for use in ESL teaching or for the teaching of adults with limited literacy, has been made freely available, much on the Internet. Although created for other purposes than teaching English as a Foreign Language (TEFL), materials prepared by educational institutions, governmental organizations, media outlets or language teachers among others can often provide a myriad of rich resources for use in the TEFL setting. In many cases, they can be adapted to TEFL without requiring an undue investment of time and effort. One such provider of free materials is the National Center for the Study of Adult Learning and Literacy (NCSALL), a research and development center located in the United States. Their function is improving practice in educational programs that serve adults with limited literacy and English language skills. This presentation draws from the NCSALL's Research-Based Principles for Adult Education Reading Instruction to present research-based reading instruction, as well as presenting the idea of forming reading sharing circles for TEFL, a vehicle whereby a small group of teachers may explore research in the context of adult reading instruction.

In summary of the research findings presented in this paper, various brain regions are correlated with vocabulary and vocabulary acquisition. Semantic associations for vocabulary seem to be located near brain areas that vary according to the type of vocabulary, e.g. ventral temporal regions important for words for things that can be seen.  Semantic processing is believed to be strongly associated with the ANG. Phonological ability has been closely related to the anterior surfaces of the SMG. Pathways through the posterior SMG are thought to link the anterior SMG and the ANG. In vocabulary tasks, mediotemporal structures may be related to long-term memory processing, with left hippocampal and parahippocampal regions related to long-term and working memory, respectively. Precentral structures are associated with phonological retrieval. Furthermore, many more regions of the brain are of interest in vocabulary tasks, particularly in areas important for visual and auditory processing. Furthermore, differences between brain anatomies can be attributed to vocabulary demands of different languages.

Teachers and students can synchronously interact via text with a dedicated chat server. In an online setting, text chat provides a very strong medium of communication. In language learning, text chat channels cater for different learning styles and language proficiencies (Chen & Wang, 2008). In particular, shy students participate with more confidence. Major points can be summarized in text chat; furthermore, teachers can maximize individual learning.