TY - GEN
T1 - Analogies, explanations, and practice
T2 - 10th International Conference on Intelligent Tutoring Systems, ITS 2010
AU - Wylie, Ruth
AU - Koedinger, Kenneth
AU - Mitamura, Teruko
PY - 2010
Y1 - 2010
N2 - 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.
AB - 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.
KW - Analogical comparisons
KW - Intelligent tutoring systems
KW - Second language learning
KW - Self-explanation
UR - http://www.scopus.com/inward/record.url?scp=79957474348&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=79957474348&partnerID=8YFLogxK
U2 - 10.1007/978-3-642-13388-6_26
DO - 10.1007/978-3-642-13388-6_26
M3 - Conference contribution
AN - SCOPUS:79957474348
SN - 3642133878
SN - 9783642133879
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 214
EP - 223
BT - Intelligent Tutoring Systems - 10th International Conference, ITS 2010, Proceedings
Y2 - 14 June 2010 through 18 June 2010
ER -