April 2012 Volume 15 Number 2 - Educational Technology & Society

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Chapelle’s second suggestion concerns linguistic input provided through either written or aural language and modified by several forms such as repetition, simplification through restatements, non-verbal cues, decreased speed, reference materials, and change of input mode. This suggestion can be achieved by repeatedly practicing integrative skills with written English texts combined with L1 audio and related multimedia movies offered by the courseware. These types of linguistic modifications are distinct from the materials found on the Web because they hold the potential to provide learners with comprehensible input rather than just input. In addition, the language training offered by the on-line evaluation system of the courseware provide learners with opportunities for comprehensible output which can be conducted either written or spoken by using target language forms to stretch their competence, as mentioned in Chapelle’s third suggestion. Besides, the instant self-check function of the online evaluation system allows learners to analyze, recheck, reflect, and identify, and even correct their errors. This design corresponds to Chapelle’s fourth and fifth suggestions regarding the provision of opportunities for learners to notice their errors and correct their linguistic output. The sixth and the last suggestions imply supporting modified interaction between the learner and the computer and acting as a participant in L2 tasks. It can be accomplished by several functions provided by the courseware through mouse clicks, hypertext links, and a variety of learning activities in language and subject content. Students’ learning effectiveness was presented in the results. While the courseware was integrated into instruction, the task assigned in this study focused the learner's achievement on accomplishing a Q&A test through the use of language rather than only on solving problems of linguistic form, as suggested by Chapelle. Besides, no matter the instruction with or without courseware integration, students had less confidence to express themselves in English. Moreover, they expected that the teacher could explain complicated and unclear parts in Chinese for better understanding. Accordingly, bilingual explanations for difficult or abstruse technical knowledge in English and Chinese was sometimes useful and necessary because teacher’s explanation with familiar Chinese technical terms that they had learned before could reduce students’ cognitive load and anxiety in subject knowledge and enhance their comprehension in studying such a technological ESP course. Moreover, the teacher with experience of teaching English, academic background and working experience had enough ability to handle both language and content, and succeeded in leading students to an effective meaningful learning. Lai’s (2005) survey agree on the importance of having effective ESP teachers who are able to connect to learners with real work experience, provide knowledge related to jobs, exercise English skills, and offer authentic and meaningful materials. Conclusion Expanded abilities and more positive attitudes toward e-learning are important new literacy that most educational institutions now urge students to establish. Integrating courseware into instruction within the classroom shifts the teacher-centered learning to student-centered learning and this approach focuses on helping students become autonomous learners who can continue to learn how to communicate, conduct research or present ideas effectively in their life-long or continuing learning after graduating from school. Such students’ learning ownership is especially important in an interactive multimedia environment where students have to engage more actively in the cognitive processes of selecting, organizing, integrating and applying what they acquire in the learning process. Meanwhile, the teacher offering instruction with courseware integration needs to play a role of facilitating students’ learning process, encouraging and enabling them to study with the courseware to be independent and responsible learners. The main objective of the ESP course in this study is to help students establish basic knowledge or understanding of semiconductor technology, more emphasizing terminology and content learning. In fact, it is a tough task for ESP teachers to meet and conduct all these requirements within the classroom, especially in teaching more technical ESP courses. Thus, the utilization of instructional tools should be seriously considered, depending on the nature and goals of the courses, to conduct effective and smooth instruction. Based on the constructivist approach, ESP instruction with courseware integration in this study allowed students to interact with the content, to explore and construct vocabulary and meanings. Such individualization in learning enhanced by technology has been proved in this study. Of course, more classroom-oriented research is required to determine the full impact of such courseware integration and gain more insights. According to the results of the posttest and students’ responses to the internal questionnaire of satisfaction and the external on-line questionnaire of self-evaluation, the performance, motivation and attitude of adult students have 59
een analyzed and were compared with those of college ones. Meanwhile, the learning effectiveness through the instruction with ESP courseware integration was also studied. In conclusion, some important findings include these: 1. Like college students, adult students of the in-service programs were satisfied with the courseware which provided professional knowledge with practices of English skills including vocabulary usage, pronunciation practice, speaking opportunities, reading and translation practice, listening practice and short answer writing exercises. It suggested that the courseware played the role of an adjunct content and language teacher. 2. Professional knowledge and English skills of students in all three programs were improved from the learnercentered instruction with courseware integration. Moreover, students’ performance in the posttest was as good as that in the teacher-centered instruction. 3. Multimedia movies embedded in the courseware supported a friendly multimedia-assisted environment which acted out real-life experience so that the transfer of information and knowledge to learners can be facilitated and promoted both visually and auditorily. Furthermore, such multimedia inclusion combined with user-friendly navigation design enhanced knowledge transfer for students and promoted learner’s motivation which led to a better learning satisfaction and effectiveness. 4. Students in the WP program who were older and had greater working experience performed better in the posttest than those of the NP and DP programs in both types of instruction with/without courseware integration. The questionnaire results indicated that WP students showed better self-discipline, participation and motivation. Meanwhile, they made more use of multimedia and had a better understanding of teaching goal and professional and English content so that they were more competent to learn such a learner-centered technological ESP course with courseware integration. 5. The team instruction combining well-designed ESP courseware and subject teacher’s intervention did offer a potential solution to problems in the development of ESP courses in Taiwan to meet learners’ needs in professional knowledge and integrative language skills. In case fullest collaboration for ESP teaching is not feasible, more technical ESP courses can be taught by subject teachers with experience of teaching English and real work so that ISKD situations would be reduced or avoided and learners’ effective and meaningful learning in the desired specific field or purpose can be conducted better and more smoothly. Acknowledgements The author would like to thank Mr. Lin Jinde for his help in the multimedia design and production of 3D animated movies. Meanwhile, the author would like to thank most sincerely Dr. Boyd Davis, Professor of Applied Linguistics/English, University of North Carolina-Charlotte, for her valuable suggestions. References Azemi, A. (1996). Using Multimedia Courseware in Engineering Education, Retrieved May 23, 2009, from http://fieconference.org/fie96/papers/145.pdf Chang, C. H. (2004). Teaching English through Drama for EFL Adult Learners (Unpublished master’s thesis). National Kaohsiung Normal University, Kaohsiung, Taiwan. Chapelle, C. A. (1998). Multimedia CALL: lessons to be learned from research on instructed SLA. Language Learning & <strong>Technology</strong>, 2(1), 22-34. DeCarrico, J. S. (2001). Vocabulary learning and teaching. In M. Celces-Murcia (Ed.), Teaching English as a second or foreign language (pp. 285–299). Boston: Heinle & Heinle. Donley, K. M., & Reppen, R. (2001). Using Corpus Tools to Highlight Academic Vocabulary in SCLT. TESOL journal, 10(2), 7- 12. Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Massachusetts: Newbury House Publishers. Herron, C., Morris, M., Secules, T., & Curtis, L. (1995). A comparison of the effects of video-based versus text-based instruction in the foreign language classroom. The French Review, 68, 775-796. Hsia, T. L (2004). Study on the effectiveness of the recurrent education of in-service master programs: Learners’ motivation (Unpublished master’s thesis). National Sun Yat-sen University, Kaohsiung, Taiwan. 60
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April 2012 Volume 15 Number 2
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Supporting Organizations Centre for
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Contextualizing a MALL: Practice De
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Kop, R. (2012). The Unexpected Conn
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Human mediation and information flo
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elevant information based on some k
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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
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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 51 and 52: � Ability to produce rich assessm
Page 53 and 54: Meishar-Tal, H., & Tal-Elhasid, E.
Page 55 and 56: Tsai, S. C. (2012). Integration of
Page 57 and 58: order to decrease text complexity a
Page 59 and 60: matter how the learners’ aptitude
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Page 63: mean F2F 4.64 4.52 4.35 4.44 *: p
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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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