2. Digital materials for language
learners How to learn a foreign
language
ELT (English Language Teaching) + VCD
(Visual Communication Desing)
Visual Vocabulary
Learning Mobile Applications
3. English as Foreign Language
How to learnt a foreign language?
*Krashen’s 5 Hypothesis
1. Learning/Acquisition Distinction Hypothesis
2. The Natural Order Hypothesis
3. The Monitor Hypothesis
4. The Input Hypothesis
5. The Affective Filter Hypothesis
*Abukhattala, I. (2013) “Krashen’s 5 Hypothesis:Krashen’s Five
Proposals on Language Learning: Are They Valid in Libyan EFL
Classes” English Language Teaching. V.6, N.1
4. • Digital Materials
• Technology use on EFL Materials
• M-learning, E-learning, Hybrid
• Children & Digital Game Effects
• The Reason of Game Preferance
for Learning
• Dictionaries vs. Mobile Games
• Mobile phone technology: Guideline
http://thearticlediary.wordpress.com/references/article-depot/
5. Visual Vocabulary Tasks
*Visual Texts:
• Memory limitations in information processing on
performance on cognitive tasks
• Visual and Spoken Texts
*Sabet, M. K. & Shalmani H.B. (2010) “Visual and spoken
texts in MCALL courseware- the effects of text modalities on
the vocabulary retention of EFL learners” English Language
Teaching, V.3, N.2.
6. Mobile Applications
*Taki and Khazaei (2011) found in their article that:
• Learners with both high-visual and high-verbal ability, learn the learning
materials with written or pictorial annotation better than the learning
materials without annotation. Although this is true for the recall test, it is
not the case for the recognition test.
• Presenting the learning materials with pictorial annotation to learners with
high-visual but low-verbal ability results in better vocabulary learning.
• Presenting the learning materials without annotation to learners with both
low-visual and low-verbal abilities results in better vocabulary learning
than presenting the types with pictorial or written annotation. Although this
is true for recognition tests in recall tests, they cannot be justified for the
recall tests
• Learners with low-visual ability but high-verbal ability learn the learning
materials with written annotation better than those without annotation.
Regarding the potential of mobile phones in the realm of teaching and
language learning, it seems necessary to go beyond and apply them in
teaching and learning other skills and sub-skills
*Taki, S. & Khazaei, S. (2011) “Learning vocabulary via Mobile Phone:
Persian EFL learners in focus” Journal of Language Teaching and
Research, V.2, N.6
7. The Level of Target Group
• Preknowledge plays important role to
specify the materials of a learning system.
• The preknowledge of the students can be
divided into some stages:
– Critical age: Children learning language as
2nd Language,
– Adolescence: Character formation and the
effect of popular culture
– Adulthood: No time! No energy! Have
experience…
– Teachers: Learnt how to teach
