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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 4 of 4 1 Examining the Generality of Self-Explanation Ruth Wylie In: http://reports-archive.adm.cs.cmu.edu/anon/hcii/CMU-HCII-11-105.pdf (2011) BASE Show details 2 Is self-explanation always better? The effects of adding self-explanation prompts to an English grammar tutor Ruth Wylie; Kenneth R. Koedinger; Teruko Mitamura In: http://pact.cs.cmu.edu/koedinger/pubs/Wylie, Koedinger Mitamura_09.pdf (2009) BASE Show details 3 Human-Computer Interaction Institute Ruth Wylie; Kenneth Koedinger; Teruko Mitamura In: http://pact.cs.cmu.edu/koedinger/pubs/Wylie, R., Koedinger, K.R., Mitamura, T.pdf BASE Show details 4 Human-Computer Interaction Institute Ruth Wylie; Kenneth Koedinger; Teruko Mitamura In: http://pact.cs.cmu.edu/pubs/ITS_2010_wylie.pdf Abstract: Abstract. Self-explanation is an effective instructional strategy for improving problem solving in math and science domains. However, our previous studies, within the domain of second language grammar learning, show self-explanation to be no more effective than simple practice; perhaps the metalinguistic challenges involved in explaining using one’s non-native language are hampering the potential benefits. An alternative strategy is tutoring using analogical comparisons, which reduces language difficulties while continuing to encourage feature focusing and deep processing. In this paper, we investigate adult English language learners learning the English article system (e.g. the difference between “a dog ” and “the dog”). We present the results of a classroom-based study (N=99) that compares practice-only to two conditions that facilitate deep processing: self-explanation with practice and analogy with practice. Results show that students in all conditions benefit from the instruction. However, students in the practice-only condition complete the instruction in significantly less time leading to greater learning efficiency. Possible explanations regarding the differences between language and science learning are discussed. Keyword: Analogical Comparisons; Intelligent Tutoring Systems; Second Language Learning; Self-Explanation URL: http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.210.5863 http://pact.cs.cmu.edu/pubs/ITS_2010_wylie.pdf BASE Hide details

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