词汇学习软件“百词典”的有效性研究

IntroductionThispartmainlydescirbestheresearchbackground,purposeandsignificanceofthepaper,andsummarizesthepaper’sstructure.1.1BackgroundofthestudyWiththeprogressofthetimes,EnglishhasgraduallybecomethesecondforeignlanguagewidelyspokenbyChinesestudents,andEnglishlearningisbecomingmoreandmoreimportant.AsthecornerstoneofEnglishlearning,vocabularylearningisthetoppriority.Wilkins(1972)believesthatthereisverylittletoexpresswithoutgrammar,whilenothingcanbeexpressedwithoutwords.TheoutcomesoflearningvocabularyaredirectlyreflectedintheEnglishinputandoutputoflanguagelearners.Therefore,forEnglishlearners,inordertobettermasterEnglishandexpressanddiscusstheirownopinionsinEnglish,itisimperativetocontinuouslyimproveEnglishvocabulary.ForBusinessEnglishmajors,asthedepthandthebreadthofEnglishlearningcontinuestoincrease,thedifficultyofvocabularyisalsogrowing,sorememberingwordsbecomesboring.Coupledwiththecomplexityofthecourses,itisdifficultforstudentstotakelargechunksoftimetorememberwords,asaresult,memorizingwordsbecomesdifficult.Therefore,tomasterthemethodofcorrectlyrememberingwordsandimprovetheefficiencyofmemorizingwords,itisespeciallyimportanttoarrangethetimeforreviewingwordsscientificallyaccordingtothelawofforgettingduringmemorizingwords.Withthepopularityofsmartphonesandtheemergenceofmobilephoneoftwaresofmemorizingwords,itisbecomingmoreandmorepopulartousemobilephonetorememberwords.Oneinthreecollegestudentshasinstalledsuchsoftware.Itprovidesautonomy,convenienceandrichnessforstudents’learning,andcanhelplanguagelearnersmemorizingwordsanytimeandanywhere.Comparedwiththetraditionalwayofmemorizingwords,vocabularymemorysoftwaresbringmorefuntolearnersandimprovetheirenthusiasmforEnglishlearning.Therefore,moreandmoreattentionhasbeenpaidtocomputer-assistedlanguagelearning(CALL).1.2PurposeandsignificanceofthestudyAlthoughthestudyofCALLisverypopular,fewofthemfocusonEnglishmajors,andmostofthemonlystayatthetheoreticallevel,lackingexperimentalresearch.Inparticular,therearefewempiricalstudiesontheeffectivenessofmobilesoftwarefocusingonmemorizingwords.Inrecentyears,thenumberofpeopleusingsuchsoftwarehassoared,andthenumberofChinesecollegestudentsisattheforefront.HalformoreofcollegestudentsareusingsuchsoftwaretolearnEnglishvocabulary.ThepaperaimstoexploretheeffectivenessofvocabularylearningsoftwareintheprocessoflearningEnglishofBusinessEnglishmajors.ThevalidityofBAICIXHANismainlystudied.MemorizingEnglishvocabularyisthemostimportantpartinEnglishlearning.Itwillachievetwicetheresultwithhalftheeffortbymemorizingwordsinareasonableandefficientway.Thevocabularylearningsoftwarenotonlyrecordsthecorrectpronunciationofthewordsandthecorrespondingpictures,butalsoscientificallyreferstothelawofhumanforgetting,accuratelyarrangesthememorycycleandthereviewcycle,andremindsthelearnerstoreviewatthecorrespondingtime.Thiswillhelpusrememberwordsthroughmoreeffectiveandaccuratemanagement.Inspeaking,reading,listeningandwriting,BusinessEnglishmajorsneedtomasteralargenumberofbusinessterms.Duetothecomplexityofthelearningcontentandthetraditionaloftheteachingmode,studentsareeasilycaughtinthemechanicallearningmodeandlosetheirenthusiasmforvocabularylearning.Thenewmethodofmobilephoneword-memorizingsoftwarewillundoubtedlyhelpstudentstoenhancethefunofvocabularylearning.Withtheimprovementofcomputertechnology,moreandmorecollegestudentsbegantousevocabularylearningsoftwaretoremembervocabulary.ThepaperexplorestheeffectivenessofBAICIZHANthroughempiricalresearch.1.3StructureofthethesisItisdividedintofiveparts.Thefirstpartspecificallyintroducestheresearchbackground,purposeandsignificance,andthestructureofthepaper.Thesecondpartisaliteraturereview,introducingthetheoreticalbasisofvocabularylearningsoftware,therelatedresearchofvocabularylearningsoftwareathomeandabroad,andadvantagesanddisadvantagesofBAICIZHAN.Thethirdpartisthedesignofempiricalresearch,whichspecificallydescribesthepurpose,object,researchinstrument,experimentalprocess,anddatacollectionandanalysisoftheresearch.Thefourthpartreportstheresultsoftheexperiment,comparesresultsbeforeandaftertheexperiment,aswellastheresultsbetweenexperimentalgroupandcontrolgroup.Thefifthpartistheresearchsummary,andputsforwardtheconclusionsandlimitationsofthestudyandsuggestionsforfurtherresearchinthefuture.LiteratureReviewThispartmainlyintroducesthetheoreticalbasisofvocabularylearningsoftware,includingconstructivistlearningtheory,situatedlearningtheoryandCALLtheory.Secondly,itintroducestherelatedresearchofvocabularylearningsoftwareathomeandabroad,aswellasadvantagesanddisadvantagesofBAICIZHAN.2.1TheoreticalbasisofvocabularylearningsoftwareThispartwillelaboratethetheoreticalbasisoftheapplicationofcomputer-assistedvocabularysoftwareinlearningathomeandabroadfromaspectsofconstructivistlearningtheory,situatedlearningtheoryandCALLtheory.2.1.1ConstructivismlearningtheoryConstructivistlearningtheoryholdsthatlearningistheprocessinwhichstudentsconstructtheirownknowledge.Studentsdonotsimplyacceptinformationpassively,butactivelyconstructthemeaningofknowledge.Itemphasizesthatstudentsactivelyselect,processanddealwithinformationaccordingtotheirownexperienceandbackground.Englishmobilelearningcannotonlyenablestudentstobecomethecenterofteaching,usetheirownsuitableandfamiliarwaystolearnvocabulary,butalsoenableteacherstograsptheprocessandsituationofstudents'self-learningthroughonlinedata,andsuperviseandguidestudentstolearnattherightmoment.Suchanewlearningmodelcanenablestudentstoactivelyconstructnewknowledge,avoidboringteachingmethod,improvestudents’interestinlearning,andpromotethemtolearnvocabularyconsciously.Therefore,constructivistlearningtheoryisoneoftheimportanttheoreticalbasesofmobilelearning.2.1.2SituationallearningtheoryThetheoryofsituationallearningbelievesthatlearningisnotonlyapsychologicalprocessofindividualmeaningconstruction,butalsoasocial,practicalparticipatoryprocesswithdifferentresourcesasanintermediary.Learning,ifitisoutoftherealenvironment,ismeaningless.Forlearners,learningisnotonlytheacquisitionofknowledge,butalsotheprocessofsocialparticipation.Themeaningofknowledge,togetherwiththelearner'sownconsciousnessandrole,isgeneratedbytheinteractionbetweenthelearnerandthelearningcontext,aswellastheinteractionbetweenlearners.Therefore,thecreationofthelearningcontextisdevotedtomakingtheidentityandroleawareness,completelifeexperienceandcognitivetasksoflearnersreturntoarealandintegratedstate,thustryingtosolvethesicknessofthetraditionalschoolteachingwhichdosenotconsiderselfandsituation.Withthecontinuousupdatingofsmartphonesandtheconstantenrichmentofonlinelearningresources,thesmartphoneappprovidesgreatconvenienceforlearnerstolearnsystematicallyandscientificallyintheirfreetime.ThecorrespondingcircumstanceprovidedforEnglishvocabularylearningismoreconducivetotheformationofalearningcommunitytoimprovelearningefficiency.2.1.3ComputerassistedlanguagelearningtheoryCALLusescomputertechnologytoimprovetheefficiencyandeffectivenessoflearners’languagelearning.Firstly,CALLcanformastudent-centeredteachingmodel,withstudentsasthemainbody,andstudentsareguidedtodevelopactivelearningmethods.Secondly,CALLcreatesbetterlearningconditionsandareallanguagelearningenvironmentforlearners,whichenablesstudentstoacquirelanguagecommunicationskillsnaturally.Thirdly,CALLisbeneficialtoenhancinglearners'interestinlearningandenthusiasmforlearning,andcultivatinglearners'self-learninghabits.Fourthly,CALLhelpslearnerstomasterlanguageknowledgeinallaspectsthroughtherichnessandcomprehensivenessofteachingcontent.WiththedevelopmentofCALLandtheInternet,thelanguageteachingmodelismorenovel.Teacherscanmakefulluseofcomputersandnetworkstoguideandorganizestudentstocompleteteachingtasks.Inthismode,studentscangetmoresenseofparticipation,improvelearninginterestandlearningefficiency.2.2TherelatedstudiesofvocabularylearningsoftwareWiththedevelopmentofcomputertechnology,vocabularylearningsoftwareisappliedtoEnglishvocabularylearning.Therearealsoagrowingnumberofresearchesinthisarea.FengQinglai(2004)believesthatmultimediatechnologyandnetworkenvironmentcanhelpforeignlanguagelearnerstoexpandtheirvocabulary.WangQi(2006)holdsthatdigital,multimedia,network,andintelligentarefourmaintechnicalcharacteristicsofforeignlanguageeducationassistedbyinformationtechnology,whichprovidesabasisforforeignlanguageteaching.DaiWeidongandRenQingmei(2005:1-6)studiedthecognitivepsychologyofvocabularyacquisitionbasedonnetworkenvironment,andconcludedthattoconstructnetwork-basedcognitivepsychologicalenvironmentforvocabularylearning,creatingameaning-centeredrealcontextisparamount.ZhengLiping(2007)believesthatEnglishvocabularyteachingassistedbymultimediacomputertechnologycaneffectivelyimprovetheparticipationandenthusiasmofstudents'Englishvocabularylearning.XuMiandLiJiongying(2007)summarizedthefindingsofdomesticEnglishvocabularyteachingresearchesinthepast12years,andpointedouttheresearchmethodthatcombinesmoderneducationaltechnologywithEnglishvocabularyteachingbasedoncomputerandnetwork.Empiricalresearchwillbemorevalued.MintEnglish,anonlinelearningsoftware,wasselectedtolearnvocabularybyLeiYi(2007),andheempiricallystudiedtheeffectofthesoftwareonhelpingstudentsrememberEnglishwordsandfoundthatsuchsoftwarehavesignificanteffectonmemorizingwords,butatthesametime,healsodiscoveredthedisadvantagesofsuchsoftwares.GanLingyan(2007)studiedtheinfluenceofvocabularylearningsoftwareonEnglishvocabularylearningofcollegestudents,andpointedoutthattheapplicationofsuchsoftwareshasapositiveimpactoncollegestudents'thinkingandeffectivelypromotestheenthusiasmandautonomyoftheirEnglishvocabularylearning.TangZhongjun(2008)andChaoHuanyu(2010)foundthatinformationeducationtechnologycaneffectivelyimprovetheefficiencyofmemorizingvocabularyofjuniorhighschoolstudents.ChenShuyue(2012)comparedthelearningeffectsoftwodifferentvocabularylearningsoftware,andpointedoutthatusingsuchsoftwaretolearnvocabularyismoreeffectivethanusingtraditionalmethods.2.3AdvantagesanddisadvantagesofBAICIZHANAtpresent,therearemanyvocabularylearningsoftwareinmobileapplicationstore,whichbringnewideasforthewayoflearningEnglish.BAICIZHAN,asthemostpopularandthemostusedsoftware,ischosenastheresearchobjectamongsoftwaresuchasYoudao,Shanbei,Bubeidanci,andBAICIZHAN.ThefollowingaretheadvantagesanddisadvantagesofBAICIZHAN:Thewaythesoftwarehelpstolearnvocabularyisverydiverse.BAICIZHANprovideslearnerswithavarietyoflearningmethodssuchaspicturememory,situationalexamples,similarwords,English-Englishinterpretation,rootsandaffixes,andpictograms.AccordingtoTreichle,anexperimentalpsychologist,about94%ofthetotalamountofinformationacquiredbyhumanbeingscomesfromsenseofsightandhearing,andtheinformationobtainedbybothsensescanberememberedforalongertime.Throughthesynchronizationofpictureselectionandaudioplayback,BAICIZHANenableslearnerstousebothvisionandhearing,helpsidentifyandextractvocabulary,andformsamoreeffectivestimulationforlearners’senses,therebytheefficiencyofvocabularylearningisimprovedeffectively.Secondly,theexamplesofBAICIZHANarebasedonlifesituations,andeasyandvividsentencesthatareusedathighfrequenciesindailylifeareselected.SpokenEnglishcanbelearntwhileEnglishwordsaremastered.ThelearningofrelatednumerousknowledgeofEnglishwordsiscomplicated.Byutilizingthehugedataprocessingcapabilitiesofcomputers,BAICIZHANlistssimilarwords,English-Englishinterpretation,rootsandaffixes,whichcanhelplearnerstobetterdistinguishandspellsimilarwords,easilylearnnewwordsthroughsimplefamiliarwords,bettergraspthecomplexstructureofwords,andintuitivelyunderstandtherulesofEnglishvocabularycomposition.Atthesametime,BAICIZHAN,whichstrictlyfollowstheforgottencurve,scientificallyarrangesthecontentandtimeofreview,andadoptsavarietyofwordreappearancemethods,suchasselectingthecorrespondingChinese/EnglishaccordingtothedisplayedEnglish/Chinese,choosingChinesemeaningaccordingtoEnglishpronunciation,fillintheblanks,etc.,toensurelearnersmasterthevocabularycompletely.Ofcourse,BAICIZHANalsohasitsdisadvantages.WhenlearnersareusingBAICIZHAN,theycan'truleouttheinterferenceofotherpushmessagesonthemobilephone.Itseemsthatittakesalotoftime,butinfact,thereisverylittletimeforreallearning.Therefore,manycollegestudentsareunabletoconsistentlylearnEnglishvocabularyandevengiveuphalfway.AlthoughBAICIZHANenableslearnerstolearnvocabularyanytimeandanywhere,theopennessofthenetworkenvironmentandthepushofvariousinformationhaveaffectedthelearnerswithpoorself-controlability,andthustheeffectofvocabularylearningonBAICIZHANisaffected.

3.MethodologyThissectionmainlydescribestheresearchdesignofthepaper,aswellastheresearchpurposes,objects,tools,proceduresanddatacollectionandanalysis.3.1ResearchpurposeThestudyaimstoexplorewhetherBAICIZHANiseffectiveforBusinessEnglishmajorstolearnvocabularybycomparingandanalyzingthedataobtainedfromtheexperiment.3.2Researchsubjects30studentsfromClass3,whohavestudiedBusinessEnglishinHubeiUniversityofEducationsince2015,wereselectedastheexperimentalsubjects.Fifteenstudentswereselectedrandomlyastheexperimentalgroup,andtheremaining15studentswerethecontrolgroup.OnlybykeepinginmindtheTEM8vocabularycanchancesofpassingtheexaminationbeimproved,soeachstudent'sattitudetowardstheexperimentwasextremelyseriousandrigorous.3.3Researchinstruments

TwotestpapersbasedonTEM8vocabulary.ThisexperimentexaminestheeffectivenessoflearningwithBAICIZHANbycomparingthetestdatawhichisobtainedfromlearningresultsofstudentsadoptingBAICIZHANandtraditionalvocabularylearningmethods.3.4.ExperimentalprocessThearticlemainlycomparesthecontrolgroupandtheexperimentalgroup.StudentsintheexperimentalgroupusedBAICIZHANtolearnvocabulary,whilestudentsinthecontrolgroupusedtraditionalvocabularylearningmethods.ThelearningprocessoftheexperimentalgroupusingBAICIZHAN:Step1:Whentheuserstartstolearnaword,thepronunciationofthewordandtheexampleareautomaticallyplayed,andtherearefourpicturesrelatedtothewordforthestudenttoselect.Step2:Ifthelearnerchoosesthecorrectpicture,thesoftwarewillpopupavocabularylearninginterface,includingexamplesentences,similarwords,Englishdefinitions,rootsandpictogramstohelpmemorize.Step3:Ifthelearnerchoosesthewrongpicture,thesoftwarewilldisplaytheEnglishexamplesentenceandtherelatedChinesemeaningtohelpthelearner.Ifthelearneriswrongagain,thesoftwarewillshowtheEnglishinterpretationoftheword.Ifthelearnerchooseswrongpictureforathirdtime,thesoftwarewilldisplaytheChinesemeaningoftheword.Step4:Afterlearningacertainamountofwords,thesoftwarewillautomaticallystartreviewingthelearnedwords,andthewrong-selectedwordswillnotappearrepeatedlyuntilthelearnerhasmasteredthem.StudentsintheexperimentalgroupuseBAICIZHANtolearnvocabularyfor15minutesineachclass.Theprocessofusingtraditionallearningmethodstomemorizewordsinthecontrolgroupisasfollows.Studentsspend15minutestomemorizewordsineveryclassbycopyingwordsorreadingthemaloud.Thereweretwotestsbeforeandaftertheexperiment,andeachtestlasted20minutes.Theexperimentalgroupandthecontrolgroupweretestedrespectivelywithtwovocabularytestpapers,andtheresultswererecorded.3.5DatacollectionandanalysisAll30studentswillbetestedontwovocabularypapersandalltestdatawillbecollectedusingSPSS20.0.Thissectioncontainsdatafromthepre-experimentaltestandthepost-experimentaltest.Thefirstscoresofthecontrolgroupandtheexperimentalgroupwerecollectedasthepre-experimentaltestdata.Onemonthlater,thepost-experimentaltestscoresofthetwogroupswereusedasthepost-experimentaltestdata.Thereare30questionsineachtestpaper,5pointsforeachquestion,withatotalof150points.StatisticalPackagefortheSocialSciences(SPSS20.0)isadoptedinthestudy.Descriptivestatistics(minimum,maximum,mean,standarddeviation,etc.)areusedtoreflectchangesinstudentperformanceandtocomparethetwogroupsofstudents.4.ResultsandDiscussionThissectionmainlycomparesandanalyzesthepre-experimentalandpost-experimentaldataofthecontrolgroupandtheexperimentalgroup,andsomeconclusionsaredrawnthroughthestudyofthesedata.4.1Theanalysisanddiscussionofpre-testdata Beforetheexperiment,allstudentswereaskedtoconductaTEM8vocabularytestinordertounderstandandcomparetheextenttowhichtheymastertheTEM8vocabulary.Tomakeclearthevocabularymasteryofthetwogroupsbeforetheexperimentforcomparativestudy,theexperimentadoptedatestbasedonthehighfrequencyvocabularyofTEM8accordingtotherequirementsofTEM8vocabularyoutline.Thereare30questions,5pointsforeachquestion,withatotalof150points.30validanswerswerereceived.Thestatisticsareasfollows.Table1.IndependentSampleTtestForControlGroupandExperimentalGroupGroupNMeanMinimumMaximumStandarddeviationMeanstandarderrorPre-test1.001591.67801057.7151.9922.001590.67751058.4232.175Note:1.00=thecontrolgroup,2.00=theexperimentalgroupLevene’sTestforEqualityofVariancest-testforEqualityofMeans95%Confi.IntervalofDiff.FSig.tdfSig.(2-tailed)MeanDiff.S.E.DiffLowerUpperPre-testAssumethatthevarianceisequal0.0280.8680.339280.7371.0002.949-5.0417.041Assumethatthevarianceisnotequal0.33927.7870.7371.0002.949-5.0437.043Firstofall,asshowninTable1,thehighestscoresofthetwogroupsareequal,bothbeing105points.Thelowestscoreofthecontrolgroupis80points,whichishigherthantheexperimentalgroup's75points.Secondly,theaveragescoresofthetwogroupsare91.67and90.67respectively,withadifferenceof1.00point,sotherearenosignificantdifferencesintheaveragescoresandstandarddeviationbetweenthetwogroups.Theindependent-samplesTtestforthetwogroupsareshowninTable1,andthesigvalueisgreaterthan0.05,indicatingthatalthoughthescoreofthecontrolgroupbeforetheexperimentisslightlyhigherthanthatoftheexperimentalgroup,thereisnosignificantdifferencebetweenscoresofthetwogroups,whichcanprovethatthetesthascertainreliabilityandeffectiveness.ThroughtheanalysisofdatafromTable1,itcanbeconcludedthattheTEM8vocabularytestscoresofthetwogroupsbeforetheexperimentarebasicallythesame.4.2Theanalysisanddiscussionofpost-testdataTable2.IndependentSampleTTestforControlGroupandExperimentalGroupGroupNMeanMinimumMaximumStandarddeviationMeanstandarderrorPost-test1.001592.33801108.2092.1192.0015109.679012510.9332.823Note:1.00=thecontrolgroup,2.00=theexperimentalgroupLevene’sTestforEqualityofVariancest-testforEqualityofMeans95%Confi.IntervalofDiff.FSig.tdfSig.(2-tailed)MeanDiff.S.E.DiffLowerUpperPost-testAssumethatthevarianceisequal0.6650.422-4.910280.000-17.3333.530-24.564-10.103Assumethatthevarianceisnotequal-4.91025.9780.000-17.3333.530-24.589-10.077AscanbeseenfromTable2,thecontrolgrouphasamaximumscoreof110pointsandtheexperimentalgrouphasascoreof125points.Thelowestscoresforthetwogroupsare80and90,respectively.Secondly,theaveragescoresofthetwogroupsare92.33and109.67.Theaveragescoreoftheexperimentalgroupis17.34higherthanthecontrolgroup,soitcanbeconcludedthatthepost-experimentalscoreoftheexperimentalgroupisbetter.Throughindependent-samplesttestforthetwogroups,itcanbeconcludedthatthesigvalueis0.000,whichislessthan0.01.Itisprovedthatthepost-experimentalscoresofthetwogroupsarenotonlydifferent,butalsohavesignificantdifferences.Therefore,byanalyzingthedata,itcanbefoundthatthepost-experimentalscoresofthestudentsinexperimentalgroupusingBAICIZHANtolearnvocabularyaresignificantlyhigherthanthoseofthecontrolgroupusingtraditionalmethods,andthescoresbetweenthetwogroupsarequitedifferent.4.3ThecomparisonbetweenexperimentalgroupandcontrolgroupDuringtheone-monthexperiment,atotaloftwotestswereconducted,60testpaperswerecollected,andanindependent-samplesttestwasusedtocomparetheresultsofthetwogroupsbeforeandaftertheexperiment.Table3simplyandsystematicallyshowsthechangesintheresultsofthetwogroupsbeforeandaftertheexperiment.Table3.TheDataoftheExperimentalGroupandtheControlGroupofPre-testandPost-testGroupTestMinimumMaximumMeanStandarddeviationTheControlGroupPre-test808091.677.715Post-test8011092.338.209TheExperimentalGroupPre-test7510590.678.423Post-test90125109.6710.933ItcanbeclearlyseenfromTable3thatthelowestscoresofthecontrolgroupbeforeandaftertheexperimentarethesame,andthehighestpost-experimentalscoreisfivepointshigherthanthehighestpre-experimentalscore.Thelowestpost-experimentalscoreoftheexperimentalgroupis15pointshigherthanthelowestpre-experimentalscore,andthehighestscoresbeforeandaftertheexperimentdifferby20points.Thehighestpost-experimentalscoreishigherthanthehighestpre-experimentalscore.Thentheaveragescoresofthetwogroupswereanalyzed.Theaveragepost-experimentalscoreofthecontrolgroupis0.66pointshigherthantheaveragepre-experimentalscore.Theaveragepost-experimentalscoreoftheexperimentalgroupis9pointshigherthantheaveragepre-experimentalscore.Therefore,thepost-experimentalscoresofthetwogroupsarebothhigherthanpre-experimentalscores.Inordertomoreaccuratelyanalyzethescoredifferencesbetweenthetwogroupsbeforeandaftertheexperiment,apaired-samplesttestwasconductedtodeterminewhetherthedifferencesinscoresbetweenthetwogroupsofstudentsbeforeandafterthetestisobvious.Table4.Paired-samplesTtestforControlGroupGroupNMeanStandarddeviationMeanstandarderrorControlgroupPre-testandpost-test1.001591.677.7152.1192.001592.338.2091.992Note:1.00=thepre-testofcontrolgroup,2.00=thepost-testofcontrolgroup95%Confi.IntervalofDiff.ControlgroupPre-testandpost-testMeanStandarddeviationMeanstandarderrorLowerUppertdfSig.(2-tailed)-.6672.582.667-2.097.763-1.00014.334FromTable4,itcanbeseenthatwhenthepaired-samplesttestisperformedbyusingthecontrolgroup'sscoresbeforeandaftertheexperiment,thesigvalueis0.334,whichisgreaterthan0.05,indicatingthatthereisnosignificantdifferencebetweenthepre-experimentalscoreandpost-experimentalscore.Table5.Paired-samplesTtestforExperimentalGroupGroupNMeanStandarddeviationMeanstandarderrorPre-testAndpost-test1.001590.678.4232.1752.0015109.6710.9332.823Note:1.00=thepre-testofexperimentalgroup,2.00=thepost-testofexperimentalgroup95%Confi.IntervalofDiff.ControlgroupPre-testandpost-testMeanStandarddeviationMeanstandarderrorLowerUppertdfSig.(2-tailed)-19.00011.9823.094-25.635-12.365-6.14114.000FromTable5,itcanbeseenthatwhenthepaired-samplesttestisperformedbyusingtheexperimentalgroup'sscoresbeforeandaftertheexperiment,thesigvalueis0.000,whichislessthan0.05and0.01,indicatingthatthereissignificantdifferencebetweenthepre-experimentalscoreandpost-experimentalscore.Dataobtainedfromthepaired-samplesttestshowsthereisnoobviousdifferenceinthecontrolgroupwhilethereisobviousdifferenceintheexperimentalgroup.Therefore,itcanbeinferredthatintermsofvocabularylearning,theexperimentalgroup'sprogressissignificantlybetterthanthecontrolgroup.Theincreaseinthescoresoftheexperimentalgroupislarge,buttheincreaseinthescoresofthecontrolgroupissmall.Thedataanalysisoftheexperimentalresultsshowsthatcomparedwiththetraditionallearningmethods,BAICIZHANcansignificantlyimprovetheabilitytoremembervocabulary,anditiseffectivetouseBAICIZHANtomemorizeEnglishvocabulary. 5.ConclusionThispartmainlydescribesthemajorfindingsofthestudy,pedagogicalimplicationsandlimitationsofstudyandsuggestionsforfuturestudy.5.1MajorfindingsofthestudyAccordingtotheresultsofthetwotestsbeforeandaftertheexperiment,thefollowingconclusionscanbedrawn.Firstofall,studentsinthecontrolgrouphaveslightlyhigherscoresthanstudentsintheexperimentalgroupinthepre-experimentaltest,buttheoveralldifferenceisnotobvious.Secondly,thescoresofthetwogroupsaresignificantlydifferentinthepost-experimentaltest,buttheoverallscoresofstudentsintheexperimentalgroupareslightlyhigherthanthoseinthecontrolgroup.Thirdly,thetestscoresoftheexperimentalgroupa