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研究生(外文):Ching-Ju Chung
論文名稱(外文):Personalized English Vocabulary Learning System Based on Item Response Theory and Learning Memory Cycle
指導教授(外文):Chih-Ming Chen
外文關鍵詞:Item Response Theory (IRT)Learning Memory CycleEnglish Vocabulary LearningPersonalized Learning
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Since English learning is very popular in non-English speaking countries, to develop modern assisted learning forms or tools for supporting effective English learning is a critical issue in the English-language education field. Learning English involves memorization and practice of a large number of vocabulary words and grammatical structures. It is well-known that English learning should pay attention to vocabulary learning, and even more the vocabulary learning is a key issue for English learning because vocabularies are basic elements in an English sentence. Therefore, many researchers made efforts in improving the efficiency and performance of English vocabulary learning. This study proposes a personalized English vocabulary learning system based on Item Response Theory and learning memory cycle, which can appropriately recommend English vocabulary for learning according to individual learner vocabulary ability and learning memory cycle.

Moreover, with the rapid growth of wireless and mobile technologies, the mobile learning by mobile devices such as PDA, tablet PC, and cell phone has been gradually considered as a novel and effective learning form because it inherits all the advantages of e-learning as well as breaks the limitations of learning time and space occurring in the Web-based learning systems. To provide an effective and flexible learning environment for English vocabulary learning, the proposed system is implemented on PDA to enable learners who can memorize English vocabulary at any time and any place.
Chapter 1 Introduction 1
1.1 Background and Motivation 1
1.2 Purpose of the Study 3
1.3 Significance of the Study 3
1.4 Limitations of the Study 4
1.5 Organization of the thesis 4

Chapter 2 Literature Review 6
2.1 Language Learning Strategies (LLS) 6
2.1.1 Classifications of Learning Strategies 8
2.1.2 Vocabulary Learning Strategies 9
2.2 Item Response Theory (IRT) 12
2.2.1 The Basic Ideas of Item Response Theory 13
2.2.2 Assumptions of Item Response Theory 14
2.2.3 The Popular Models in Item Response Theory 15
2.3 Information Processing Theory (IPT) 17
2.3.1 Classification of Memory Modes 17
2.3.2 The Process of Information Processing 18
2.3.3 Forgetting 20

Chapter 3 System Design 22
3.1 System Architecture 22
3.1.1 The Remote Management Server 23
3.1.2 The Client Mobile Learning System 23
3.2 The Components of Client Mobile Learning System 26
3.2.1 The vocabulary recommendation agent 26
3.2.2 The test agent 26
3.2.3 The learning performance assessment agent 27
3.3 Evaluating English Vocabulary Ability and Recommending English Vocabulary 28
3.3.1 Evaluating English vocabulary ability 28
3.3.2 Recommending English vocabulary and testing sheet 31
3.4 Measuring the Difficulty Parameter of English Vocabulary 32
3.4.1 Computing the length parameter of English vocabulary 35
3.4.2 Computing the phonetic parameter of English vocabulary 36
3.4.3 Determining the weight of the grading level of English vocabulary 37
3.4.4 An example for computing the length and phonetic parameters of English vocabulary 38
3.4.5 The Distribution of the Difficulties of English Vocabularies 39
3.5 Tuning Memory Cycle of the Learned English Vocabulary for Individual Learners 40

Chapter 4 Experimental Design and Analysis 45
4.1 The System Implementation 45
4.1.1 The Developmental Environment of Software and Hardware 45
4.1.2 The Designed System Interface 46
4.2 Experimental Design 50
4.3 System Evaluation 51
4.3.1 Learning Performance 51
4.3.2 Questionnaire analysis 56
4.4 Discussion 64

Chapter 5 Conclusions and Future Works 66
5.1 Conclusions 66
5.2 Future Works 66
5.2.1 The Improvement of Several Disadvantages of The Proposed English Vocabulary Learning System 67
5.2.2 Some Research Issues about English Vocabulary Learning 68

References 70
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