PrepApp Data 2021: A digital tool for long-term preposition acquisition

The purpose of this study was to develop PrepApp, a tool for learning English prepositions for students that learned English as a Second Language (ESL). To test whether PrepApp had a significant effect on the acquisition of prepositions, we conducted two studies at a Swedish high school, in two different classrooms with students that studied English as a Second Language (ESL). We used the preposition “into” because it conveys both directional and metaphorical meanings. In both studies, the learning outcomes of the students were tracked. The students were randomly divided into a test group and a control group. The test group used the new tool PrepApp, while the control group used traditional digital instructional materials. Prior to learning sessions, they took a pre-test. The pre-test measured their preposition knowledge prior to the experiment. They then used the learning tool to study prepositions. After using the learning tool, they took a post-test. The post-test measured their preposition knowledge directly after the learning sessions to measure if they improved their performance. Then, after a period, they took a delayed post-test. The delayed post-test measured if the students retained the information in their long-term memory. The newly developed digital tool systematically introduces English preposition-uses. Building on corpus linguistic investigations and insights from Cognitive Linguistics, we present the patterns in line with how spatial relations are used to construe meaning. The tool is intended for teaching prepositions without taking up preparation, class, or grading time and to empower students to feel more confident in their English language skills. Results show that the new tool was effective for intermediate/advanced ESL students to gain proficiency in using the preposition "into" and that this knowledge was maintained over time. Pre-test scores were compared to post-test scores to measure any short-term learning that may have occurred during the learning session. Delayed post-test scores were also compared to pre-test scores to determine if there was any long-term growth for preposition knowledge. Paired t-tests were conducted to test if the students in the Cognitive or Traditional Group showed reliable improvements. The participants were randomly assigned to participate in one of two groups: 1. The “Cognitive” Group: This group saw the new preposition lessons developed for this study. 2. The “Traditional” Group: This group saw the traditional preposition lessons modified from already existing preposition content. All students were tested on the same preposition items, but the preposition items were developed to match up with either the cognitive or traditional content: 1. The “into” items: These items were based on the cognitive PrepApp tool developed for this study. There are three different kinds of items related to the lessons, which are called Building Blocks (BB), Category Mix & Match (MM), and Word Play (WP). The items are listed by participant in each participant's tab (according to their Participant ID Number) and then the summary of percentages of correct answers are given by participant in the summary tab. 2. The “mixed preposition” items: These items were developed from the traditional preposition content. Each participant’s individual items are listed on their own tab and then the summary page provides the percentage of correct answers out of all the mixed preposition items by participant ID number. Please read the README file for more information about the tests and the results of this study.