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Item SPICE reading: A three-in-one share platform in cooperative English reading.(2010-08-18) Lan, Y. J.; Sung, Y. T.; Sheng-Kuang Chiu; Chia-huei Lin; Tzu-Chien Liu; Chang, K. E.Item From particular to popular: Facilitate EFL reading through mobile-supported cooperation.(University of Hawaii, 2013-10-01) Lan, Y. J.; Sung, Y. T.; Chang, K. E.Item Are you listening? - The development of online peer assessment system for English oral reading.(2009-12-04) Lan, Y. J.; Sung, Y. T.; Chang, K. E.Peer assessment is a common used strategy in EFL reading class in Taiwan to help EFL teacher “ensure” that all students are paying attention to others’ oral reading. In this study we develop an online peer assessment system for EFL oral reading activities to overcome the potential drawbacks of traditional peer assessment.Item A mobile-device-supported strategy learning for Chinese reading comprehension.(Taylor & Francis (Routledge), 2010-02-01) Chang, K. E.; Lan, Y. J.; Chang, C. M.; Sung, Y. T.The purpose of this research was to develop a wireless handheld system for supporting individual and cooperative reading activities in Chinese language arts class. The findings show that the wireless handheld system benefited students’ applying ability of reading strategies and also improved their cooperative learning in a small reading group.Item Mobile-device-supported problem-based computational estimation instruction for elementary school students.(International Forum of Educational Technology & Society, 2010-01-01) Lan, Y. J.; Sung, Y. T.; Tan, N. C.; Lin, C. P.; Chang, K. E.This study implemented a three-stage problem-based estimation instruction scenario and combined it with mobile technology to provide elementary teachers with an effective e-tool for observing student estimation and leading effective class or group discussions on the selection and assessment of appropriate strategies for solving daily estimation problems. Twenty-eight fourth graders were randomly sampled and assigned to two groups: the experimental group (problem-based estimation instruction using mobile devices) and the control group (problem-based estimation instruction without mobile devices). The analytical results demonstrated that problem-based estimation instruction could effectively help students learn computational estimation skills. Moreover, using mobile devices for problem-based computational estimation instruction appeared to help students discuss and cooperate with others, and moreover the mobile-device-supported problem-based estimation scenario helped students develop metacognition knowledge of estimation strategies.Item A cooperative learning platform for context-aware ubiquitous learning: A pilot study of Mandarin Chinese learning activities(2013-11-22) Wang, S. Y.; Lan, Y. J.; Yeh, Y. M.; Lin, J. S.; Sung, Y. T.This pilot study aimed at examining the effects of a context-aware ubiquitous system on oversea Chinese students’ Mandarin Chinese learning. The research was undertaken on 49 CFL learners of Chinese descent, with whom we conducted interviews regarding their experience using the mobile learning system. It was discovered that the CFL learners foundthe new learning system both more interesting and informative than conventional teaching methods, but also pointed out several correctable flaws and technical defects which hampered the learning process.Item Three-in-one share platform in cooperative English reading.(2009-09-26) Lan, Y. J.; Sung, Y. T.; Chiu, S. K.; Chang, K. E.Item From the Conventional to the Virtual Classroom.(2012-11-30) Liu, S. H. J.; Sung, Y. T.; Chang, K. E.; Lan, Y. J.This paper describes the field experience of two prospective teachers of Chinese as a Second Language (CSL) in the teacher-training programme, regarding the differences in pedagogic skills between the face-to-face and the virtual world of Second Life. The student teachers recounted how they made pedagogical changes in relation to the extent of the consciousness raising, decision making and perception towards the different environments. A qualitative approach was primarily adopted to elicit this information from the data that consisted of post-teaching interviews and reflection reports. The preliminary results confirm that, to some extent, the prospective teachers’ pedagogical knowledge was influenced by their previous experience (e.g., foreign language learning). The findings derived from a self-rating scale further reveal that the student teachers felt confident about their pedagogical knowledge and skills in the face-to-face context, e.g., conducting activities, but not confident in the virtual classroom, e.g., managing students’ conduct. Both the student teachers opined that teaching in the virtual world was feasible to engender the involvement and interest of learners. The teachers’ knowledge transferred from the conventional classroom to the virtual world has implications for teacher education.Item A cognitive-interactive approach to Chinese characters learning: System design and development.(2009-08-11) Lan, Y. J.; Sung, Y. T.; Wu, C. Y.; Chang, K. E.A solid knowledge of Chinese characters plays an important role in Chinese reading. Essentially, Chinese characters, a graphic- based orthographic rule, are much different from the words of an alphabetic language, such as English, French, etc. The uniqueness of Chinese characters make it is extremely difficult for most of the CFL/CSL learners no matter what their nationalities are. In this paper we developed a Chinese character learning system based on a cognitive-interactive perspective to help CFL/CSL learners learn Chinese characters. The results of a preliminary survey show that most of the surveyed CSL learners approved the learning system’s design rationale as well as made positive comments on the system learning effect upon their Chinese character knowledge construction.Item The evaluation of computer assisted prewriting for young EFL writers.(2012-08-12) Lan, Y. J.; Cheng, C. C.; Chang, K. E.; Sung, Y. T.