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    Tytuł:
    A Case Study of English-Major Students’ Preferences for English Reading from a Printed Text versus Electronic Text
    Autorzy:
    Tsai, Cheng-Chang
    Powiązania:
    https://bibliotekanauki.pl/articles/2004879.pdf
    Data publikacji:
    2016-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    students’ preferences
    printed text
    electronic text
    Opis:
    The main purpose of this study is to investigate the preferences of English-major students to determine their reading activities when they have the choice of reading a printed text or an electronic text. The participants chosen for the study were 105 students from English reading classes at an English department. For the purpose of finding out students’ preferences for English reading from printed or electronic texts, a questionnaire for online reading comprehension was employed. The result of an independent-samples t test showed that there was no significant difference between the genders (male and female) regarding preference for printed or electronic texts. The results of a one-way ANOVA showed that there were significant differences between the different proficiency levels (high, intermediate, and low) regarding their preferences for printed text or electronic text in male and female groups. Interestingly, both the males and females in the high proficiency group preferred the printed text over the electronic text, and the students at the low proficiency level preferred to use the electronic text over the printed text to read. In conclusion, these results can provide educators and instructors with text preferences for their students when they designate the reading medium which could improve readers’ reading comprehension performance in the long run.
    Źródło:
    The New Educational Review; 2016, 46; 142-151
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Exploring senior high school students’ difficulties and strategies for reading L1 and L2 texts in Taiwan
    Autorzy:
    Tsai, Cheng-Chang
    Powiązania:
    https://bibliotekanauki.pl/articles/2011738.pdf
    Data publikacji:
    2015-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    L1 and L 2 reading difficulties
    L1 and L 2 reading strategies
    reading strategy curriculum and instruction
    Opis:
    This study is an attempt to explore proficient Taiwanese senior high school students’ difficulties and strategies in L1 (Chinese) and L 2 (English) Reading. A total of eight proficient students participated in this study. An in-depth face to face interview was adopted for data collection. Thanks to the enthusiastic response of the students, we could gain an overall understanding of their reading difficulties and strategies in Chinese and English reading. This study shows that there are some similarities and differences between Chinese and English reading perceptions. Based on the findings of this study, classroom teachers will be able to design more effective reading strategy curricula and instruction geared to their students’ needs.
    Źródło:
    The New Educational Review; 2015, 41; 39-51
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    A Comparison of EFL Elementary School Learners’ Vocabulary Efficiency by Using Flashcards and Augmented Reality in Taiwan
    Autorzy:
    Tsai, Cheng-Chang
    Powiązania:
    https://bibliotekanauki.pl/articles/1972184.pdf
    Data publikacji:
    2018-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    elementary school students
    Augmented Reality
    English flash cards
    English vocabulary learning
    Opis:
    With the rapid development of Augmented Reality (AR), an increasing number of studies has been conducted to explore the effectiveness of this technology in the field of education. Few, however, have examined how AR might influence EFL (English as a Foreign Language) learners’ vocabulary learning efficiency. To fill in this gap in the literature, the purpose of this study is to compare traditional English flash cards with the vocabulary learning method of Augmented Reality to see which English vocabulary learning is more efficient for elementary school students. The study was conducted at an elementary school in Taiwan, and the participants were 66 third grade pupils in total. The study was conducted at two stages in terms of data collection. At the first stage, the control and experimental groups took the same English vocabulary test without any teacher instruction as a pretest. At the second stage, the control group used flashcards to learn 20 target English words by themselves in 30 minutes. The experimental group adopted the Augmented Reality 3D effect of 20 target words by themselves in 30 minutes. After that, both groups took the same English vocabulary test again as a posttest. On the whole, Augmented Reality teaching effects apparently excel the effects of the traditional vocabulary learning methods. The results of this study have shown that the learning method of Augmented Reality was more efficient than the learning method using English flash cards at various proficiency levels (high, intermediate, and low) in terms of English vocabulary learning. The learning method of English flash cards had significant differences in high and low level groups as well as intermediate and low level groups, with the exceptions of high and intermediate level groups. It is worth improving children’s English vocabulary learning by using Augmented Reality in their daily lives in terms of mobile learning.
    Źródło:
    The New Educational Review; 2018, 51; 53-65
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    An Action Research Study Exploring the Effects of Augmented Reality for English Vocabulary Learning in an Elementary School in Taiwan
    Autorzy:
    Tsai, Cheng-Chang
    Powiązania:
    https://bibliotekanauki.pl/articles/1963502.pdf
    Data publikacji:
    2020-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    Augmented Reality
    English Flash Cards
    English Vocabulary Learning
    Opis:
    The purpose of this study is to compare the use of traditional English flash cards and the vocabulary learning method of Augmented Reality to see which English vocabulary learning method is more efficient for elementary school students. The study was conducted at an elementary school in Taiwan, and there were 60 student participants in total. This study adopted an unequal pre-test and post-test experimental design. The study was conducted in two stages in terms of data collection. In the first stage, the control and experimental group took the English vocabulary test, without any teacher instruction, as the pretest. In the second stage, the control group used flashcards to learn 20 target English words by themselves for 40 minutes. The experimental group adopted the Augmented Reality 3D effect on the 20 target words by themselves for 40 minutes. After that, both groups took the same English vocabulary test again, as the posttest. On the whole, Augmented Reality teaching effects apparently exceed the effects of the traditional vocabulary learning method. The results of this study show that the learning method of Augmented Reality was more efficient than that of learning with English flash cards among the various proficiency levels (high, intermediate, and low) in terms of English vocabulary learning. The way of using English flash cards showed significant differences between high and low level groups, as well as between intermediate and low level groups, with the exception being the difference between high and intermediate level groups. It is worthwhile improving children’s English vocabulary learning by using Augmented Reality, by incorporating it into their daily lives through mobile learning.
    Źródło:
    The New Educational Review; 2020, 59; 163-174
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Adapting an Anthropomorphized Robot for Enhancing EFL Learning Motivation and Performance at an Elementary School in Taiwan
    Autorzy:
    Tsai, Cheng-Chang
    Powiązania:
    https://bibliotekanauki.pl/articles/1967568.pdf
    Data publikacji:
    2019-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    educational robot
    English learning
    learning motivation
    Opis:
    This study introduced an anthropomorphized robot-assisted instructional tool that we developed for English as a foreign language (EFL) learning and assessed the effectiveness of robot-assisted English learning. An experimental design was adopted in this study and a total of 53 Taiwanese students in the third grade of elementary school participated in the experiment, including: one class consisting of 28 students, which was labeled as the experimental group, while another class of 25 students was labeled as the control group. There were two kinds of data collection that were used in this study: two tests (listening-and-acting as well as questioning-and-answering tests) and a questionnaire (learning material motivation scale). On the whole, the experimental group performed better than the control group on the listening-and-acting as well as on the questioning-and-answering tests. Additionally, the experimental group had higher learning material motivation than the control group, inclusive of attention, relevance, confidence, and satisfaction domains. The overall results suggest a new paradigm about our applications in teaching and learning English for Taiwanese EFL elementary school students.
    Źródło:
    The New Educational Review; 2019, 58; 22-35
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
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