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1.
L2 （second language） writing teaching and research is greatly influenced by the advent of computer technology. This paper reviews papers, in the field of DDL （data-driven learning） in L2 writing, published in international journals and in Chinese journals, and differences are found in research methodology, research perspective, and research realm. Based on the analysis of the differences, the study aims at finding out the effects of the application of DDL in L2 teaching classroom. The present study, employing semi-structured writing and learning journals, explores how English learners perceive the use of corpora in their writing process. Based on the statistics, it is concluded that DDL in L2 writing is beneficial for vocabulary acquisition. However, corpus consultation does not work well for all learners. Learners＇ attitudes toward the use of corpus are various. The major findings may find application in teaching practice, and implications for teaching are discussed. 相似文献
2.
Wu Ji-hong 《美中教育评论》2014,(5):338-345
It is of great importance to obtain good collocation knowledge for fluent and appropriate language use as many words are used in a limited set of collocations. Studies on cognitive linguistics show that cognitive factors play an important role in collocation study as most collocations are metaphorically motivated, and that collocational behavior is influenced by a number of factors, including the semantics of the individual items themselves, the influence of other well-established meanings, the influence of metaphor, the influence of semantic prosody, etc.. Therefore, it is significant to explain and teach certain types of collocations in language teaching by considering the underlying factors which influence the collocational process. Chinese English as a foreign language （EFL） learners have some special collocation problems in their English learning, which not only result from grammatical incompetence, but also from their lack of conceptual fluency and metaphor competence. The disclosure of similarities and differences between the conceptual systems of English and Chinese will help to illuminate the nature of negative transfer of their first language in collocation acquisition of Chinese EFL learners. The author of the paper, by disclosing the interaction between collocation and metaphor from cognitive, linguistic, and social perspectives, proposes semantic-oriented principle, pragmatics-oriented principle, and culture-oriented principle to incorporate cognitive factors to collocation teaching. It is suggested that stress should be given to the teaching of conceptual metaphor and its mechanisms in collocation teaching before students can finally improve collocation competence with a focus on metaphor awareness. 相似文献
3.
The aims of the study were to census and compare the technological pedagogical and content knowledge （TPACK） of secondary science teachers and their most used information and communication technology （ICT） in two contexts, Taiwan and Shaanxi Province in China. A questionnaire was employed to examine secondary school science teachers＇ most used ICT and their TPACK in science teaching. Eight hundred and six secondary science teachers from Taiwan and 164 teachers from Shaanxi participated in the study. The analytical results showed that multimedia was the most used ICT in Taiwan, followed by PowerPoint （PPT）, Internet platforms, and interactive whiteboards （IWBs）. In Shaanxi, PPT was the most used ICT reported by science teachers, followed by multimedia, IWBs, and Intemet platforms. The findings indicated that in Taiwan, science teachers＇ TPACK was statistically significant in relation to different types of ICT, whereas in Shaanxi, science teachers＇ TPACK did not demonstrate significant difference. In Taiwan, science teachers who reported their most used ICT to be multimedia were found to show significant differences in TPACK according to gender and teaching experience. In Shaanxi, science teachers who reported their most used ICT to be PPT did not show any significant difference on TPACK by gender; however, they showed significant differences on TPACK in regard to teaching experience. The research implications of this study are provided below along with suggestions for future research. 相似文献
4.
Due to the globalization and the spread of the Internet, distance learning （D-learning） has gained extraordinary impulse in recent years by classes broadcasted by Websites and assignments fulfilled by students in their own computers. D-learning facilitates the access to education to those people who are working or have low buying power due to its reduced cost and time convenience. Although D-learning has existed in the world for over 150 years, only in the last decades, it has become the focus of academic studies and researches in a systematic way. In this context, the objective of this research is to evaluate the impact of computer literacy on the academic performance of the D-learning students of Faculdade lnterativa COC--EAD （COC--D-learning Interactive College）, P61o Lafaiete （Lafaiete Branch）, Ribeirao Preto. The research consisted of a questionnaire with 21 qualitative dichotomous questions, concerning the level of knowledge and mastery of information techdologies, besides the gender and academic performance （weighted average and marks of the last module）. The data were tabulated, being considered two main variables： （a） academic performance, represented by the marks of the last module; and （b） computer literacy, represented by the sum of the questions concerning this matter. The data were analyzed statistically, and the correlation between the two variables considered was analyzed by Pearson＇s Correlation Test. The interviews of the 54 interviewees （24 males （44.45%） and 30 females （55.55%）） taking the business administration course were analyzed. The correlation coefficient r = 0.303 indicates that there is a meaningful correlation between the students＇ academic performance （marks） and their computer literacy, that is, the greater the computer literacy, the better the marks obtained by these students in the D-learning course. D-learning has computing as its main tool, theretbre, the students with less computer literacy find barriers in D-learning, which o ref 相似文献
5.
6.
Michael D. Brazley 《美中教育评论》2014,(6):357-371
The research questions being asked are： 1. How do architectural students learn with mobile technology？ and 2. What predictors lead to satisfaction in a mobile learning （M-Learning） environment？ It is understood that environment and culture contribute to the development of cognition. Critical pedagogical and constructivist theories ground this research with the view that ＂one learns from their experiences with their environments＂. The methodology used in this research includes both quantitative and qualitative methods： case studies and surveys. This research investigates how mobile technology is influencing learning. Outcomes of this research include a better understanding of how students learn with present technology, their preferred mobile devices, barriers to M-Learning, methods by which students learn best, and suggestions on how to improve M-Learning. Other outcomes of this research are the identification of variables leading to student satisfaction with M-Learning. 相似文献
7.
《Structural equation modeling》2013,20(3):390-412
The sample invariance of item discrimination statistics is evaluated in this case study using real data. The hypothesized superiority of the item response model (IRM) is tested against structural equation modeling (SEM) for responses to the Center for Epidemiologic Studies-Depression (CES-D) scale. Responses from 10 random samples of 500 people were drawn from a base sample of 6,621 participants across gender, age, and different health groups. Hierarchical tests of multiple-group structural equation models indicated statistically significant differences exist in item regressions across contrast groups. Although the IRM item discrimination estimates were most stable in all conditions of this case study, additional research on the precision of individual scores and possible item bias is required to support the validity of either model for scoring the CES-D. The SEM approach to examining between-group differences holds promise for any field where heterogeneous populations are assessed and important consequences arise from score interpretations. 相似文献
8.
施慧英 《宁波教育学院学报》2002,4(2):46-50
英汉两种语言在语音、词汇、句法、语篇及语用层面存在着差异 ,在一定程度上影响了外语习得 ;外语教学中应加强母语和外语语言系统和文化背景差异的对比分析 ;扩大阅读量 ;增加视听说训练 ;重视语篇教学 ,旨在提高外语学习的效率 相似文献
9.
Hsiu-Yuan Wang Yi-Shun Wang 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(5):787-806
With the proliferation of online games, understanding users' intention to play online games has become a new issue for academics and practitioners. Prior studies have investigated the factors affecting behavioural intention to play online games. However, little research has been conducted to investigate the gender differences in the acceptance of online games. Thus, this study is to investigate the effects of perceived playfulness and its potential antecedents (ie, computer self-efficacy, computer anxiety, challenge, speed and feedback) on the behavioural intention to play online games, and to examine the gender differences in the perception and acceptance of online games. Data collected from 281 respondents in Taiwan were tested against the research model using analysis of variance and structural equation modelling approaches. The theoretical and practical implications of the results were discussed. 相似文献
10.
Critical reflection is regarded as a high-level reflective practice and promoted by many reflective practice programs This article aims to criticize it from two aspects： conceptual perspective and practical perspective. Based on the understanding of it as self-reflection, being critical can be regarded as one feature and consequence of any type of reflective practice. Owing to cultural differences, critical reflection faces many obstacles in practice. Meeting teachers＇ needs, rather than designing the hierarchy, is suggested to be a criterion of good quality reflection. 相似文献
11.
The transformative use of ICT （information and communication technology） in the educational setting is demanding continually assessing bottlenecks and conducive conditions with the aim of consolidating the pre-conditions and to dry the drawbacks from their root. As a result, this qualitative research approach employed to explore enablers and barriers of using ICT in initial teacher preparation in the context of JU （Jimma University）, Ethiopia. The study employed in-depth interviews with student teachers and teacher educators. Participants＇ perception of ICT as a vehicle for quality learning and multiple access to ICT use pointed as supportive conditions. Whereas, mismatch of methodologies being used in teacher education and schools, resource constraints, marginalizing teacher education program, unsuccessful experience of learning via ICT, and lack of clear directive and expertise on the use of ICT were some of the major issues forwarded by the participants. Redesigning of the teacher education program in the way of using ICT is clearly indicated, the system that forces and reinforces the use of ICT in place is among the recommendations forwarded. 相似文献
12.
Serkan Arikan 《美中教育评论》2014,(10):716-727
There are many studies that focus on factors affecting achievement. However, there is limited research that used student characteristics indices reported by the Programme for International Student Assessment （PISA）. Therefore, this study investigated the predictive effects of student characteristics on mathematics performance of Turkish students. In PISA studies, sampling design, sampling weights, and plausible values have to be taken into consideration in order not to have biased multiple regression results. In order to conduct multiple regression analyses in PISA, software called the International Association for the Evaluation of Educational Achievement （lEA） International Database （IDB） Analyzer is required to be used because the dependent variable consists of several plausible values. This study aims to identify student characteristics that are significant in predicting mathematics performance in Turkey. Results showed that being successful in mathematics is a combination of several factors in which students＇ beliefs, motivation, and other factors must be organized to achieve mathematics. Among these beliefs and motivation, strong self-efficacy, positive self-concept, and minimum level of anxiety seem to be the key for success. 相似文献
13.
Despite a growing interest in instructional feedback, students’ feedback perceptions received limited attention. We examined the structural validity and measurement invariance of the Feedback Perceptions Questionnaire (FPQ). The FPQ measures feedback perceptions in terms of perceived fairness, usefulness, acceptance, willingness to improve, and affect. Secondary school students (N = 1486) received a fictional scenario containing Concise General Feedback or Elaborated Specific Feedback by a fictional peer. Students rated their perceptions as if they had received the feedback themselves. Confirmatory Factor Analysis (CFA) supports the structural validity of the FPQ and its invariance for the two types of peer feedback, gender, four grade-levels and two tracks. Perceived fairness of peer feedback was a strong positive predictor of willingness to improve and affect, whereas perceived usefulness and acceptance of peer feedback showed a more complex pattern in predicting willingness to improve and affect. 相似文献
14.
When classrooms are not gender responsive, boys and girls seating in the same classroom and learning from the same teacher receive very different education. Each and every textbook and all learning materials tell a story about people; how they relate to one another and to the environment within which they live. The present study is a desk research conducted to establish the extent of gender responsiveness of selected primary school English textbooks in Zimbabwe. Using the ABC of Gender Analysis framework, the study made quantitative and qualitative analyses of two selected series of primary school English textbooks, which are Step in New Primary English （Grade 1 to 7） and Ventures English Alive! （Grade 1 to 7 Pupil＇s Book）. Components of the ABC of Gender Analysis were used to make a critical analysis of the textbooks. Despite the fact that a number of measures have been put in place to address issues of gender inequality in all sectors, findings from the study revealed that the selected primary school English textbooks continue to perpetuate gender discrimination and bias. This impacts negatively on the education of girl children and it is detrimental to equal educational attainment for boys and girls. Girls tend to be affected and lag behind, others fail to excel and even drop out. The study recommends the promotion of zero tolerance to gender biases and stereotypes in all learning and teaching environments. The study also recommends that school textbooks be exposed to the rigour of gender analysis before they are recommended for use in any educational activity. 相似文献
15.
We designed and used a series of activities （named activities to teaching electric field （ATEF）） based on the Physics by Inquiry （PBI） strategy to teaching the electric field concept with university students. We used a concentration factor tool to assess the effectiveness of those activities used during three weeks of instruction. Results indicate that students who had traditional teaching obtained a very tiny gain （less than 1%）; concentration factors indicate that most of their responses fall into a random area, which is not favorable. On the other hand, the experimental group using our activities had greater gains （〉 10%） than the control group. Concentration factors showed that after instruction, students＇ mental models changed toward a favorable pattern about comprehension of electric field concept and Coulomb＇s law. A hypothesis test of two samples indicated that there is a significant difference between both traditional teaching and ATEF based on PBI. 相似文献
16.
Herbert W. Marsh 《Structural equation modeling》2013,20(1):5-34
Typical confirmatory factor analysis studies of factorial invariance test parameter (factor loadings, factor variances/covariances, and uniquenesses) invariance across only two groups (e.g., males and females) or, perhaps, across more than two groups reflecting different levels of a single design facet (e.g., age). The present investigation extends this approach by considering invariance across groups from a two‐facet design. Data consist of multiple dimensions of self‐concept collected from eight groups of students (total N = 4,000) representing a 2 (Gender) × 4 (Age) design. The gender‐stereotypic model posits a particular pattern of gender differences in structure that varies with age. Adopting analysis‐of‐variance terminology, the model posits that structural differences will vary as a function of gender but that this gender effect interacts with age. In testing this model, I consider the lack of invariance in different sets of parameters attributable to gender, age, and their interaction. 相似文献
17.
Rajesh Perumbilavil Kaithamanakallam Bharathi Sengodan Ravivarma Rao Panirselvam Nicholas Cheong Wong Wai 《美中教育评论》2014,(5):332-337
Average retention after a didactic lecture is around 5% of the content. Active learning like discussion forums and teaching others make the retention rate to surpass 70%. Peer-Assisted Learning （PAL） is an effective method that makes active learning interesting and productive. However, drawbacks like minimal focus, bad structuring of content materials, poor time management, and other channels of distraction can limit the effectiveness of the sessions. Using our experience in the use of this teaching tool, student feedback, and literature review, we drafted a check list for the successful and meaningful use of PAL. Content material was decided on students＇ felt needs, like requests for revision of a particular topic or module. The content material was structured allowing periods of purposeful distraction by weaving in information on movies, sports, and novels, thereby, directing students to desired knowledge. The facilitators were trained to ensure that the focus of the group was not compromised, the timings were maintained, and involvement of all was secured. The use of Wi-Fi and referral books from the library was encouraged to shift the paradigm from passive learning to active application-based learning, and the feedback from the facilitators and participants was seriously considered to improvise future sessions. From the research results, we have found that these strategies were useful and envisaged that the application of these tips can help maximize learner engagement and learning. PAL is associated with cognitive, pedagogical, attitudinal, social, and economic benefits. Students take onus of their learning and even start to enjoy the process. This helped AIMST University stage the first national level convention on PAL in 2012, and our team of student facilitators attributes winning international quizzes based on the experience gained from PAL sessions. 相似文献
18.
Natalia Tikhomirova 《美中教育评论》2013,(10):722-729
The Internet penetrates deeply into the everyday life due to the availability of broadband networks and mobile devices. The widespread of the Internet, along with the development of innovative services, social networking, and tools （known as Web 2.0）, gives rise to the phenomenon of the digital world. A university striving not to be ＂an ivory tower＂ should meet the needs of the ＂Net Generation＂, prepare the graduates for professional work and life in the digital world and comply with the social demand for providing lifelong learning services, especially, in the vulnerable crisis times. MESI （Moscow State University of Economics, Statistics, and lnformatics） started implementing ICTs （information and communication technologies） both in the academic and administrative processes more than 15 years ago. Today, its unified e-learning environment allows rendering educational services to students of all levels and forms （both on-campus and off-campus） and 24 × 7 × 365 support （24 hours-7 days in a week-365 days in a year）. Information system for administration comprises electronic document management systems, students＇ records, and the results of their individual learning activities for the current, interim, and final assessment. The university management system empowers centralized management of its Moscow headquarters and branches, as well as regulation of teaching/learning process. Long-term development of education in Russia is directly dependent on large-scale introduction of e-learning tools, design and implementation of new methods of organization of educational process on its base, creating and using an appropriate electronic teaching and learning practices, and new approaches to the management of the education system and educational institutions. 相似文献
19.
Since Krashen put forward the Affective Filter Hypothesis, more and more concern has been paid to the anxiety problem in Second and foreign language teaching and learning. Meanwhile, CL （cooperative learning） has gained much attention in recent years, both at home and abroad. Most researches （Oxford ＆ Ehrman, 1993; Kagan, 1994; Slavin, 1995） on CL indicated that CL is a classroom procedure which can lower anxiety and improve learning outcomes. Although the researches abroad have suggested that CL has a positive impact on reducing foreign language learning anxiety, few empirical researches on CL have been conducted in China. Moreover, according to the author＇s observation, anxiety is most obvious in oral English activities. Therefore, this thesis attempts to investigate some Chinese non-English freshmen＇s foreign language learning anxiety. Two classes are involved in the study： one as the experimental class instructed with CL method, the other as the control class taught with the traditional teaching method. By using a classical instrument, the FLCAS （foreign language classroom anxiety scale）, this study examined the subjects＇ foreign language learning anxiety. According to the analysis and comparison of the first and second FLCAS, the author finds CL has a significant effect on reducing students＇ foreign language learning anxiety. 相似文献
20.
Weihua Fan 《教育心理学》2011,31(2):157-175
The present study examined the structural relations of social influences, task values, ability beliefs, educational expectation and academic engagement for both boys and girls. The structural equation modelling analyses provided nationally representative evidence of gender differences in: (1) the links from teacher–student relationship and peer friends’ academic value to student task values; and (2) the relations of student values and educational expectation with student academic engagement. Despite the detected gender differences, similar findings across gender groups were also noted. In addition, results from the Multiple Indicator Multiple Cause analyses demonstrated the existence of latent factor mean non‐invariance between boys and girls on multiple school motivational factors and social influences. 相似文献