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Headlines in Business.” S1 was an international student from Denmark and S2 was a Taiwanese student. Acting in the role of employees, they followed the teacher’s direction to exchange greetings first and then talk about the rumors in the company by asking such questions as “Did you hear that…?” and “How are things going with…?” Afterward, good news and bad news of the company were discussed. In the realistic role-play, the students acting as employees were engaged in intercultural communication as they discussed such things as delayed construction and cheaper raw materials. Table 9. Descriptive data of the students in a discussion group College Undergraduate Graduate College of Engineering 6 4 College of Management 2 7 College of Humanities and Applied Sciences 1 0 College of Design 0 0 Total 9 11 Table 10. Students’ shared understanding in building language awareness Vocabulary Sentence date of product launch Is there any time when you were strapped for cash? flea market (4) What amount of loan do you want to apply for? (3) strapped How many products do you aim to sell in a year? tuition fee (3) How much personal investment are you prepared to make? apply a bank loan When do you expect to launch the product? ethical How much do you expect production costs to be? tuition amounted to How much are all the other operating costs? euros What will the selling price be? inherit What sales channel do you expect to use? Extract 1 S1: Good morning. (-) How=How was your weekend? S2: Relaxing. (--) I spent the weekend (.) at home. (-) Hey, uh:: (---) did you hear : (.) that the BOSS go back=got back from CHIna (-) on Saturday? S1: [He did?] Good. (2.0) How (-) are (-) things (--) going with the new FACtory? S2: Well, (.) do=you=want the GOOD NEWS (-) or the BAD NEWS first? S1: Give me (.) the BAD news first. S2: The bad news is that (-) construction is behind : schedule. (--) He said that (-) they were having PROblems (.) get=getting building (.) permits (-) from the local government (.) officials. S1: I see. (.) So :: what is the GOOD news? S2: Well, (-) the good news is that (-) costs were LOWer than expected. (---) He told me that (-) they ma=managed to (.) get a good deal (-) on raw materials. Transcription conventions adapted from Knapp’s (2010) transcription notation: [.] Overlap and simultaneous speaking = Quick, immediate connection of new turns or single units : Lengthening (: or:: or::: according to its duration) (.) Micro-pause (-) Pause of approximately 0.25–1 s ((-) or (- -) or (- - -) according to its duration) (2.0) Estimated length of pause (more than 1 s) ACcent Primary or main accent In the CSCL community, students were also involved in meaning negotiation with the teacher during extended interactions. The teacher-student and the student-student interactions in the CSCL community raise students’ language awareness on the levels of lexical, syntactic, and textual organization. With respect to the interaction between teachers and students, Table 11 shows an example of a teacher’s feedback to a student’s responses. In their messages, the student first explained his difficulty in understanding the first question. In answering the second question, the student believed that economic health was not the only way to determine how healthy a country was 335
and he provided his arguments and reasons. The teacher first expressed appreciation for his efforts in answering the questions and then corrected some grammatical errors in the student’s text. In the end, the teacher explained the first question and encouraged more discussion from the student. A comparison between the student’s response and the teacher’s revision is presented in Table 12. With the comparison, the student was provided with the opportunity to raise his language awareness by reflecting upon appropriate words and statements in reconstructing his manner of expression. Table 11. Meaning negotiation between a Taiwanese student and a teacher Topic Financial Advice Questions 1. “Academic qualifications are important and so is financial education. They're both important and schools are forgetting one of them.” (Robert Kiyosaki). Do you agree or disagree with this? Why? Student’s response Teacher’s feedback 2. “We can tell how healthy a country is by looking at its economic health.” Do you agree or disagree with this? Why? I want to answer the second question cause I don't really understand what the first question means in Chinese. And I wanna to say is economic is not the only one way to show the how healthy the country would be. Including policy, freedom of public, national consciousness...etc. Especially environment issue is the most important thing to attract me to know the country's system of organization, so i don't agree just looking one's economic to know the healthy of country. It's my opinion. Thank you for taking the time to answer the question. Because of your enthusiasm, I would like to provide you with some assistance on grammar. So, below is an edited version of your answer: Your answer: I would like to state that I do not think economic health is the only one way to judge how healthy a country is. Other criteria, including government policy, actual freedom the public enjoys, national consciousness, and a host of others are also important. The environment of a country is the most important issue that I take into account when judging a country's system of organization. Hence, I do not agree that just looking at a country's economic health is enough to determine the health of a country. My response: I would also like to provide my response to your question. I believe that in the long term it is difficult for any country to have economic health if it is not good on its environmental policies, education system, community development plan, and several other standards. Therefore, I believe that longterm economic health is the best way of judging how healthy a country is. About the first question: Finally, the first question basically wants to know if you agree or disagree that school's provide students with academic education but often forget about financial education. Table 12. Indicating the differences to arouse students’ language awareness And I wanna would like to say is state that I do not think economic health is not the only one way to show the judge how healthy the a country would be is. Including Other criteria, including government policy, actual freedom of the public enjoys, national consciousness…etc. and a host of others are also import. Especially, The environment issue of a country is the most important thing to attract me to know the issue that I take into account when judging a country’s system of organization, so I don’t. Hence, I do not agree that just looking one’s at a country’s economic health is enough to know determine the healthy health of a country. It’s my opinion. The student-student interactions in the CSCL community were also found to foster students’ language awareness on the lexical level. Table 12 showed that in an online discussion forum, several students from different majors and 336
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http://www.ifets.info ISSN: 1436-45
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Supporting Organizations Centre for
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Timely Diagnostic Feedback for Data
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Lim et al. addressed two gaps, a us
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The new found benefits of technolog
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analysis of all articles submitted
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Since some articles could not meet
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Table 2. Distribution of research t
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Research method Table 8 shows diffe
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authors concluded that mixed-method
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trends. Library and Information Sci
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Taylor, E. W. (2001). Adult Educati
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Zealand 10 paper 15 19 Using mutual
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impact on a variety of sectors arou
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Grand challenges These grand challe
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eport for details of competencies c
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learning repositories to use in con
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Acknowledgements This paper is base
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eliminating duplicates, a total of
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Findings of this review In the foll
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Table 2. Summary of empirical resea
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students’ conception of learning
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their creative capacity in designin
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which make it impossible to see how
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The content knowledge Table 3 depic
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The first revision we have made to
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Angeli, C., & Valanides, N. (2005).
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Lee, H., & Hollebrands, K. (2008).
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Rushby, N. (2013). The Future of Le
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The top ten in the 2011 survey were
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My first vision of the future is on
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References Dienstag, J. (2006). Pes
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industries, new laws, and new areas
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or distractive effects of technolog
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This may be further complicated by
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espect, the literature about school
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Tondeur, J., Van Keer, H., van Braa
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Disruptive technology When mainfram
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with the physical environment, such
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mockups, and then embedded in compu
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the global marketplace. Students in
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games, and virtual worlds are domin
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Malone, T. W. & Lepper, M. R. (1987
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education reform. In the following
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error elimination and/or refutation
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In essence, as depicted in figure 1
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of our students, who are the future
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Simon, H. (1996). The Sciences of t
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2010). Similar patterns can be obse
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To complement the literature search
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Figure 1. Domains of sustainable e-
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Discussion and conclusions This sco
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Baty, P. (2010, July 1). Global rep
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Loewenberger, P., & Bull, J. (2003)
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applied query expansion techniques
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di, 1 ≤ i ≤ n , 0 < d i ≤ 1,
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Procedure Figure 2 schematically de
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Phase 3. Wiki-based revision Throug
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Table 4. Comparison of the performa
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materials manually by working alone
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# Question 1 2 3 4 5 Table 7. Users
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Kuo, Y. H., & Huang, Y. M. (2009).
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Nevertheless, one of the major prob
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Rlj indicates the answer of the l t
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Relative weight Very low 5 ww , ∈
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Experiment and evaluation Figure 7.
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and CG (59.06 and 13.52). The resul
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Expert 1 Expert 2 Expert 3 Correctn
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The EFWA algorithm Appendix Defini
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y the fourth student correctly is:
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drA = − + − + − = 2 2 2 ( , M
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students have achieved what they wa
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environments. This gap can be bridg
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can understand, as well as a vehicl
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5. “Then move on to Loop 2.” Ea
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fact that the students could not ge
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conceptualization, and testing in n
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Soloway, E., Norris, C., Blumenfeld
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all image search queries result in
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instance, not knowing how to naviga
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displays in real time. The authors
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Significance was not found for main
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manifestation of visual literacy; a
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Mayer, R. E. (2001). Multimedia lea
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McMillen (1996) considered virtual
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Learning of area concepts in elemen
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shrink. changed. Hints and Show but
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Based on teacher observations and c
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Appendix 1. Sample items of BACT *I
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Wong, L.-H., Hsu, C.-K., Sun, J., &
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Johnson and Johnson (1994) identifi
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Design of game-based learning activ
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Findings The students exhibited hig
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We take two instances of character
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In designing Chinese-PP, we instead
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Boticki, I., Looi, C.-K., & Wong, L
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Hwang, G.-J., Sung, H.-Y., Hung, C.
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2000). For example, Filippidis and
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amount of information about the lea
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The factors that affected the stude
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Burguillo, J. C. (2010). Using game
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Wong, L.-H. (2013). Analysis of Stu
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Recognizing both the importance and
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Student responses were coded based
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English with the translations of th
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With her mother’s support, Jane w
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LGC that could occur in any physica
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The significance of the reported st
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Chen, Y.-L., Pan, P.-R., Sung, Y.-T
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them develop new concepts to facili
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Figure 1. Visualization of how mino
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experimental group all the other le
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Procedures All subjects in both gro
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misconceptions corrected by a learn
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exploration environment constructed
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Küçüközer, H., & Kocakülah, S.
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Lin, J.-W., Lai, Y.-C., & Chuang, Y
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The related works Feedback should b
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E 2 1 R 23 N E 5 R 15 E 1 R 13 E 3
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Once the frequent itemsets have bee
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The first phase generates a diagnos
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To assure pretest validity and reli
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Questionnaire and interviews To und
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Maughan, S., Peet, D., & Willmott,
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According to Angeli and Valanides (
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description, objectives, and entry
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TCK: For the fourth activity, the g
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A questionnaire focusing on Instruc
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eing aware of the importance of sel
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References Airasian, P. W., & Walsh
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Instructional Technology Instructio
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and He (2006) revealed that technol
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Model and hypothesis development Sa
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Table 1. Student profile Gender: Ma
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H3 Student satisfaction has positiv
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Conclusions Addressing four PRS iss
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Tao, Y.-H., & Yeh, R. C. (2009, Jul
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My overall experience of PRS is abs
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skills can move to the next learnin
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were divided into an experimental g
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illustrates the Monopoly gameplay m
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Comparison of monopoly and instruct
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Guskey, T. R., & Gates, S. L. (1986
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Yang, C.-C., Tseng, S.-S., Liao, A.
Page 289 and 290: text only because learners are able
Page 291 and 292: Figure 2. Structure of poetry multi
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Page 301 and 302: Wang, Y.-H., Young, S. S.-C., & Jan
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Page 309 and 310: H.L, M = 38.11) which occurred in b
Page 311 and 312: Discussions Tangible learning compa
Page 313 and 314: We can conclude from the current st
Page 315 and 316: Joo, Y. J., Joung, S., & Kim, E. K.
Page 317 and 318: on 506 students registered for cybe
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Page 323 and 324: Structural model examination Table
Page 325 and 326: Direct effect Flow ← Satisfaction
Page 327 and 328: Second, the results of this study c
Page 329 and 330: Kim, H. S. (2008). The effects of t
Page 331 and 332: language accurately, or product-ori
Page 333 and 334: Thailand 5 Vietnam 25 Total 208 Res
Page 335 and 336: Procedures of data collection Figur
Page 337 and 338: discussions. From Brian’s log fil
Page 339: universities. There were 259 studen
Page 343 and 344: Within groups Total Test 4 Between
Page 345 and 346: Crooks, B. (2003). The combined use
Page 347 and 348: Appendix A 342
Page 349: teenager. Chapter four, “Identity
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