H A N G

Thank you.

Integrating Computer-based Multimedia

Instructional Design into Teaching

International English Phonetic Symbols

Mingzhu QiuOntario Institute for Studies in Education

University of Toronto, Toronto, Ontario, Canada

mingzhuqiu@hotmail.com

Jim HewittOntario Institute for Studies in Education,

University of Toronto, Toronto, Ontario, Canada

jhewitt@oise.utoronto.ca

• Outline

– Motivation and Needs for IEPS Program

– Brief Introduction to the IEPS Program

– Evaluation and Conclusion of IEPS Program

What is IEPS ?

Simply put, IEPS is the abbreviation of

International English Phonetic Symbols,

a phonetic marking system and an aid in

learning English pronunciation.

Motivation

• (a) Needs Communication problems

Finding a job

• (b) Previous Researches Researches using text, graph, tape recorder, video respectively

Research using metal paper and x-ray

Research using thin fiber optic

• (c) Gap No Program with text, sound, graph, video, and animation on one

screen

• (d) Target Users of This Program New adult immigrants

ESL teachers

Main Theories Guiding the Program

• production of speech

• multimedia and animation

• dual coding theory

• tri-coding of information

Evaluation

• Research Methodology mixed methods research

• Evaluation Instruments surveys, interviews, learning outcome test.

• Evaluation Participants were asked to evaluate the program in the following

aspects: (a) evaluation of the whole program; (b) evaluation of the design of the five kinds of files in the program; (c) evaluation of the technical features of the program; (d) evaluation of their own learning outcomes after mastering the

program.

• Positive Attitude toward the Program

02

468

10121416

1820

Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10

Pretest

Outcomes

Comparison of Pretest and Learning Outcomes Test

Questions about Participants’ Attitudes toward

The Whole Program

(1, 2, 12----15)

Frequency of Responses

Strongly Strongly

Agree Disagree

1 2 3 4 5

1. The program does not help me to learn the IEPS. 0 0 0 3 17

2. The program is designed not easy to learn. 0 0 2 7 11

12. I like the program because it allows me to choose the learning contents and learning speed.

9 9 0 0 2

13. I feel my pronunciation of the IEPS cannot be improved with the help of this program.

0 0 1 7 12

14. I have more confidence to continue learning English pronunciation since I have learned how to pronounce IEPS with the help of this program.

11 8 0 0 1

15. My overall evaluation to this program is not positive. 1 0 1 5 13

Limitations to the Study

• Limitations to the Current Version of the Program• Technical limitations Sound file size, animation files, video files, design of the whole

program

• Content limitations more exercises, more native daily used contents

• Limitations to the Evaluation• Evaluation study of students Sound recording, self pronunciation checking

• Evaluation study of the researcher

Participants, questionnaires, software, outcome test

Conclusions

• animation feature -- a useful and a unique feature

• instructional contents – adequate contents for adult learners

• all five kinds of files (text, sound, graphics, video, and animation) -- combination to benefit learning

• the program – an effective tool for adult learners to learn the basics of the IEPS system by themselves

• the program – a helpful tool for ESL teachers to teach IEPS

Thank you for attending this presentation.

Your comments on this presentation and the tutorial program are welcomed.

You can reach the thesis and CD at OISE/UT library and the PowerPoint presentation at

http://fcis.oise.utoronto.ca/~miqiu/AACEpresentation.ppt