Journal article
Investigating the effects of varying Accelerative Integrated Method instruction on spoken recall accuracy: a case study with junior primary learners of French
IRAL International Review of Applied Linguistics in Language Teaching, Vol.62(4), pp.2065-2085
2024
Abstract
This study investigated the effect of using the Accelerative Integrated Method (AIM), with or without additional revision and video-guided practice, on junior primary students' spoken recall accuracy in French. The same beginner AIM French activities were taught by a language specialist to 12 classes in four junior primary levels. Three different conditions of instruction were used each week: (1) one session of AIM instruction , (2) one session of AIM instruction plus one session of revision, and (3) one session of AIM instruction, plus one session of revision, and three sessions of video input. The instruction and revision sessions were facilitated by a language teacher, whereas the video sessions were played by the main class teacher. A two-way ANOVA revealed that Year 1 students benefited from a revision session with the language teacher, but Prep and Year 1 did not benefit from further video exposure. Conversely, the Years 2 and 3 students did not benefit from extra revision with the language teacher, but they did benefit from additional video exposure. Direct observation of the student response to the AIM suggested that the pace of the program needed to be slower for the younger learners.
Details
- Title
- Investigating the effects of varying Accelerative Integrated Method instruction on spoken recall accuracy: a case study with junior primary learners of French
- Authors
- Michael D Carey (Corresponding Author) - University of the Sunshine Coast, Queensland, Indigenous and Transcultural Research Centre - LegacyOjars Rugins (Author) - Cooroy State SchoolPeter Grainger (Author) - University of the Sunshine Coast, Queensland, School of Education and Tertiary Access
- Publication details
- IRAL International Review of Applied Linguistics in Language Teaching, Vol.62(4), pp.2065-2085
- Publisher
- De Gruyter Mouton
- Date published
- 2024
- DOI
- 10.1515/iral-2023-0001
- ISSN
- 1613-4141
- Grant note
- Department of Education and Training, Global Schools
- Organisation Unit
- Engage Research Lab; School of Education and Tertiary Access; Indigenous and Transcultural Research Centre
- Language
- English
- Record Identifier
- 99736298102621
- Output Type
- Journal article
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