April 2012 Volume 15 Number 2 - Educational Technology & Society

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Smith A. D. (2006). Data analysis helping teachers tailor lessons. The Dallas Morning News. Retrieved March 2, 2012, from, http://smu.edu/newsinfo/excerpts/reading-hargrove-30may2006.asp Spatariu, A., Hartley, K., & Bendixen, L. D. (2004). Defining and measuring quality in online discussions. Journal of Interactive Online Learning, 2(4), 1-15. Stiggins, R. (2002). Learning teams for assessment literacy. Journal of Staff Development, 30(4), 5-7. Suen, H. K. & Parkes, J. (2002). Challenges and opportunities in distance education evaluation. DEOSNEWS, 6(7). Retrieved March 2, 2012, from, http://www.music.ecu.edu/DistEd/EVALUATION.html Tirosh, A. (1999). Characteristics of effective distance learning (Unpublished master's thesis). Tel Aviv, Israel: Tel-Aviv University. Topping, K. (1998). Peer assessment between students in colleges and universities. Review of Educational Research, 68(3), 249– 276. Wagner. G. S. (1997). Undergraduate information programs in Australia: A brief survey. Education for Information, 15(2), 171– 177. Wang, T. H., Wang, K. H., Wang, W. L., Huang, S. C., & Chen, S. Y. (2004). Web-based Assessment and Test Analyses (WATA) system: development and evaluation. Journal of Computer Assisted Learning, 20(1), 59–71. Wiggins, G. P. (1998). Ensuring authentic performance. In G. Wiggins (Ed.), Educative assessment: Designing assessments to inform and improve student performance. San Francisco, California: Jossey-Bass. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Zariski, A. (1996). Student peer assessment in tertiary education: Promise, perils and practice. In J. Abbott & L. Willcoxson (Eds), Proceedings of the 5 th Annual Teaching Learning Forum (pp. 189–200). Perth: Murdoch University. Zimmerman, B. J. (1986). Development of self-regulated learning. Which are the key subcomponents? Contemporary Educational Psychology, 16, 307–313. Zimmerman, B. J. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement (2 nd Ed., pp. 1–37). Mahwah, NJ: Erlbaum. 49
Tsai, S. C. (2012). Integration of Multimedia Courseware into ESP Instruction for Technological Purposes in Higher Technical Education. Educational Technology & Society, 15 (2), 50–61. Integration of Multimedia Courseware into ESP Instruction for Technological Purposes in Higher Technical Education Shu-Chiao Tsai Department of Applied Foreign Languages, National Kaohsiung University of Applied Sciences, Taiwan, R.O.C // achiao@cc.kuas.edu.tw (Submitted October 29, 2009; Revised January 28, 2011; Accepted April 30, 2011) ABSTRACT This study reports on integrating ESP (English for specific purposes) multimedia courseware for semiconductor technology into instruction of three different language programs in higher education by using it as a silent partner. It focuses primarily on techniques and tools to motivate retention of under-prepared students in an EFL setting. The courseware design was based on Mayer’s multimedia learning cognitive theory, and the language learning focus drew on Chapelle’s suggested criteria for development of multimedia CALL (computer-assisted language learning). This learner-centered instruction was compared with a traditional teacher-centered one without courseware integration. Evaluation of the instruction was based upon data from pre- and post-tests, and two questionnaires related to students’ learning satisfaction and attitude. The results suggested that students in all three programs have benefited from the courseware integration and were satisfied with practices for learning professional knowledge and English skills provided by the courseware. Students in the weekend program of recurrent education who were both older and had greater work experience had a higher achievement on the posttest, showed better self-discipline, participation and motivation, made greater use of the multimedia, and had a better understanding of teaching goals and professional and English content, so that they were more competent in the ESP course using the multimedia courseware. In addition, such a learner-centered instruction with courseware integration was as good as that with the teacher-centered one and can offer a potential solution to overcome current problems in the development of ESP instruction in Taiwan. Keywords Improving classroom instruction, Interactive learning environments, Courseware integration, English for specific purposes, Higher technical education Introduction Given the new trend of globalization and the internationalization of the workforce, one of the goals of foreign language education must be to provide students with the foreign language ability and advanced professional knowledge necessary to succeed in the job market. This is a mandate identified by the Ministry of Education of Taiwan for technical and vocational education. ESP (English for specific purposes) instruction has accordingly become increasingly emphasized since 2000 at technical universities in Taiwan, the goal of which is to meet the needs of learners who learn English for use in their specific fields, such as business, science, technology, medicine, leisure, and academic learning (Hutchinson & Waters, 1987; Johns & Dudley-Evans, 1991). In business, the semiconductor industry has become one of the most important industries world-wide, and over the last ten years has been offering many job opportunities in Taiwan. Thus, it is important to upgrade the level of knowledge regarding the industry’s development and simultaneously improve English skills within the current system of higher education, because the combination will help students gain related abilities, including language skills, for potential future jobs. Many in-service programs in higher education have been established in Taiwan through which adult learners can either get more job-oriented knowledge and skills or achieve self-expectations in learning more (Hsia, 2004). Such a demand provides an opportunity for the development of ESP instruction which is considered to be a learner-centered, content-based approach to teaching/learning EFL (English as a foreign language). However, there is a curious absence of discussion about teaching EFL to adults (Chang, 2004), not to mention adults’ learning behaviors and attitudes toward ESP. In addition, there are some problems in the development of ESP courses in Taiwan. After investigating the relationship of the English proficiency level of about 350 students in four universities of technology, their needs when taking ESP courses, and their expectations of an ESP teacher, Lai (2005) found that: (1) learners’ main reasons for taking ESP courses are their relevance for future jobs in business or technology, and when these students became less motivated, it was due to ineffective teachers’ conducting the subjects; (2) sufficient qualified teachers, authentic materials and specific knowledge were not provided; (3) the target need of students taking ESP courses is to be able to apply language skills such as listening, ISSN 1436-4522 (online) and 1176-3647 (print). © International Forum of Educational Technology & Society (IFETS). The authors and the forum jointly retain the copyright of the articles. Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear the full citation on the first page. Copyrights for components of this work owned by others than IFETS must be honoured. Abstracting with credit is permitted. To copy otherwise, to republish, to post on servers, or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from the editors at kinshuk@ieee.org. 50
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April 2012 Volume 15 Number 2
Page 3 and 4: Supporting Organizations Centre for
Page 5 and 6: Contextualizing a MALL: Practice De
Page 7 and 8: Kop, R. (2012). The Unexpected Conn
Page 9 and 10: Human mediation and information flo
Page 11 and 12: elevant information based on some k
Page 13 and 14: of learners. A search facilitated t
Page 15 and 16: information as human mediation mean
Page 17 and 18: Blau, I., & Barak, A. (2012). How D
Page 19 and 20: examined whether the readiness to p
Page 21 and 22: Table 5 presents the ANOVA for the
Page 23 and 24: However, in discussing a non-sensit
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Page 27 and 28: actual participation discussing sen
Page 29 and 30: Mesch, G., & Elgali, Z. (2009). Soc
Page 31 and 32: Although prior research on overall
Page 33 and 34: with a score of 39 and below as “
Page 35 and 36: Table 2 demonstrates mean scores an
Page 37 and 38: Discussion Although the recent Inte
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Page 45 and 46: practice and repetition with feedba
Page 47 and 48: Online peer assessment Peer assessm
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Page 57 and 58: order to decrease text complexity a
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Page 67 and 68: Chen, G.-D., Lee, J.-H., Wang, C.-Y
Page 69 and 70: and diverse cognitional and emotion
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Page 73 and 74: Materials and procedure Each studen
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Ozok, A. A., Fan, Q., & Norcio, A.
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than students in a conventional cla
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shown in Figure 2 to include the st
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(1996) Pleasure-Arousal-Dominance (
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Based on this connection, we consid
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Final dominance measurements were p
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student mood and thereby allow comp
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Sessink, O., Beeftink, H., Tramper,
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The rationale behind the video form
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usefulness of the movies and their
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case of the first two questions and
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this paper in order to evaluate the
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The survey questions Appendix A In
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E-training in organizations E-train
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efficacy regarding online training,
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Method Sample and procedure Figure
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0.874 which exceeded the recommende
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Even though the result does not con
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Brown, M., & Cudeck, R. (1993). Alt
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Wen, Y., Looi, C.-K., & Chen, W. (2
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when they are designing and impleme
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paper focuses on the first three st
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their self-esteem to be partners in
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Democratizing knowledge and symmetr
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1) Reading the article: At the star
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Effects of RCKI principle-based ped
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References Alexander, C. (1979). Th
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Valsamidis, S., Kontogiannis, S., K
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The Analog system (Yan et al., 1996
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First, the number of the sessions a
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BioLayout uses a modified version o
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As shown in figure 3, all metrics c
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Figure 7. The detailed results for
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Enright, A. J., van Dongen, S., Ouz
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Chu, S. K. W., Kwan, A. C. M., & Wa
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teachers, as well as collaboration
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from the students’ ratings appear
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Table 5 summarizes the students’
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eading blogs (i.e., reminders, easy
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Luehmann, A. L. (2008). Using blogg
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Uzunboylu et al. (2009) examined th
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System implementation Overview of M
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Methods Before the experiment, a mo
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too simple, incomplete, or they eve
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Comparisons of UMLS Questionnaire i
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already described may play an impor
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Parker, D., Manstead, A. S. R., Str
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Avci, U., & Askar, P. (2012). The C
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Literature review The related varia
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collected through Personal Informat
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Self-efficacy 92 5 21 13.37 3.726 W
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In this problem, intention was take
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References Ajjan, H., & Hartshorne,
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Tan, T.-H., Lin, M.-S., Chu, Y.-L.,
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Students perused the course materia
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problem. All articles were then sen
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tests, electronic tests are more li
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Students 10 and 11: My classmate Ed
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collection was also approved by all
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Ubiquitous Revision Seamless Collab
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Tai, Y. (2012). Contextualizing a M
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tasks were developed from task type
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experiences in this phase. Moreover
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test is administered again right af
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The collected data were analyzed wi
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Gorp, K. V., & Bogaert, N. (2006).
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4PL IRT model According to the numb
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examinee’s ability more accuratel
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would be more accurate if items j+1
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C�I or Change I�I) would be 0.2
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improved by rearrangement procedure
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Table 6. Repeated Measures ANOVA of
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Leppisaari, I., & Lee, O. (2012). M
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Selection of the virtual tool The t
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Environmental themes emerged strong
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Visualization of text (visual langu
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environments where visual technolog
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- Logging in to learning environmen
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McNaught, C., Lam, P. & Lam, S.L. (
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on-site to finally achieve a meanin
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Table 1. Digital game designers and
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worldviews are socio-cultural-histo
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Phase Methods Visitor data collecti
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operate the game without the help o
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Visitors (end users) must be heard.
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Islas Sedano, C., Pawlowski, J., Su
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part of something larger than the s
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Previous studies have developed rel
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Technology Acceptance. The 10 items
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Table 4. Model Fit Indices Model χ
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In the final path model of set 1, t
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Discussion Differing from prior stu
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Haythornthwaite, C., Kazmer, M. M.,
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Ge, Z.-G. (2012). Cyber Asynchronou
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college of a university situated in
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Table 3 shows us the following info
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Appendix B shows Class 1’s respon
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increase one’s ability to process
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Appendix A Responses concerning syn
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Shih, S.-C., Kuo, B.-C., & Liu, Y.-
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Adaptive U-learning Math Path Syste
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Figure 4. Online tutorial courses o
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Participants and Experimental Proce
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the influence of Test1 scores, an e
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Hall, T., & Bannon, L. (2006). Desi
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(Hofer & Pintrich, 1997; Liu, Lin &
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� Through online peer assessment,
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elativism.” High Internet self-ef
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Peng, H., Tsai, C.-C., & Wu, Y.-T.
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Since game-based learning has been
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The second reason is about the sust
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Methods Figure 5. Quest NPCs provid
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These differences indicated that pa
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quests further involves students’
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Chang, I.-H. (2012). The Effect of
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(1) Vision, planning and management
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Based on an examination of the lite
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Table 2. Analysis of reliability an
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λ10 - 0.69 0.83 ε5 14.50 * - 0.32
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Bailey, G. D. (1997). What technolo
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Stegall, P. (1998). The principal:
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instruction has studied the student
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espond and the estimation of possib
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Research question For the purpose o
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READI reliability To verify the con
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Physical -1.43333(*) .44699 .029 -2
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The results of this study suggest t
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Hsu, Y.-C., Ho, H. N. J., Tsai, C.-
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domains. Five research questions we
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Research sample groups (4) Faculty
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13. Policies, Social Culture Impact
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Non-Specified Others Engineering &
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(AR = -2.1) (n = 7) 2. Non-specifie
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(n): Total number of articles Resea
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Compared to the publications in 200
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Pedagogical Content Knowledge (TPAC
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