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Dataset of factors impacting second language learning from Teachers' experience.

ABSTRACT: Developing an accurate second language competence different from the mother tongue has become an essential skill in today's globalized world, and therefore it is a highly valued and demanded learning among the main educational institutions and models. However, it is a complex process that is influenced by numerous and, in many cases, unknown factors, which are not usually taken into consideration when designing second language learning processes, which tend to lead to inadequate teaching and may lead to school failure that could have been avoided. 216 in-service teachers from all non-university educational stages of the Community of Madrid, Spain, evaluate the significance of 44 factors traditionally associated with second language learning, which are grouped into four general categories (factors linked to students; factors linked to teachers; learning structure and organisation; and learning environment) through a five-point Likert scale. The data were collected using a Google Forms questionnaire through the research described in Arigita-García et al. (2021) [1]. The sample is heterogeneous concerning different attribute variables such as age, teaching experience, gender, school ownership, and the language in which classes are taught. The sample was obtained through social networks and teacher forums. The data collection offers essential information to better understand the process of second language learning, as it gathers the experience and learning accumulated by the teachers who took part in this work, which implies direct information from the educational reality that they are intended to improve.

SUBMITTER: Arigita-Garcia A

PROVIDER: S-EPMC8054097 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:The current study investigated how individual differences among children affect the added value of social robots for teaching second language (L2) vocabulary to young children. Specifically, we investigated the moderating role of three individual child characteristics deemed relevant for language learning: first language (L1) vocabulary knowledge, phonological memory, and selective attention. We expected children low in these abilities to particularly benefit from being assisted by a robot in a vocabulary training. An L2 English vocabulary training intervention consisting of seven sessions was administered to 193 monolingual Dutch five-year-old children over a three- to four-week period. Children were randomly assigned to one of three experimental conditions: 1) a tablet only, 2) a tablet and a robot that used deictic (pointing) gestures (the no-iconic-gestures condition), or 3) a tablet and a robot that used both deictic and iconic gestures (i.e., gestures depicting the target word; the iconic-gestures condition). There also was a control condition in which children did not receive a vocabulary training, but played dancing games with the robot. L2 word knowledge was measured directly after the training and two to four weeks later. In these post-tests, children in the experimental conditions outperformed children in the control condition on word knowledge, but there were no differences between the three experimental conditions. Several moderation effects were found. The robot's presence particularly benefited children with larger L1 vocabularies or poorer phonological memory, while children with smaller L1 vocabularies or better phonological memory performed better in the tablet-only condition. Children with larger L1 vocabularies and better phonological memory performed better in the no-iconic-gestures condition than in the iconic-gestures condition, while children with better selective attention performed better in the iconic-gestures condition than the no-iconic-gestures condition. Together, the results showed that the effects of the robot and its gestures differ across children, which should be taken into account when designing and evaluating robot-assisted L2 teaching interventions.

Dataset Information

Dataset of factors impacting second language learning from Teachers' experience.

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