Search results for author:"Chin Hsi Lin"
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Journal of Online Learning Research Vol. 1, No. 3 (December 2015) pp. 275–303
Online teaching and learning have become widespread with the emergence of the Internet and other new technologies. However, online environments pose new challenges to those seeking to develop or choose suitable teaching approaches, and this is...
Language Learning & Technology Vol. 20, No. 1 (2016) pp. 124–147
Language Learning Social Network Sites (LLSNSs) have attracted millions of users around the world. However, little is known about how people participate in these sites and what they learn from them. This study investigated learners' attitudes, usage,...
Hearing and Seeing Tone through Color: An Efficacy Study of Web-Based, Multimodal Chinese Tone Perception Training
Language Learning Vol. 67, No. 4 (2017) pp. 819–857
Multimodal approaches have been shown to be effective for many learning tasks. In this study, we compared the effectiveness of five multimodal methods for second language (L2) Mandarin tone perception training: three single-cue methods (number,...
The roles of learning strategies and motivation in online language learning: A structural equation modeling analysis
Computers & Education Vol. 113, No. 1 (October 2017) pp. 75–85
Students' active regulation of learning, through being motivated and a variety of cognitive and metacognitive strategies, is crucial to their online learning success. Despite the large numbers enrolled in online language courses, very little is...
Chinese Language Teachers' Perceptions of Technology and Instructional Use of Technology: A Path Analysis
Journal of Educational Computing Research Vol. 56, No. 3 (2018) pp. 396–414
This study examined internal and external factors affecting pedagogical use of technology among 47 K-12 Chinese language teachers in the United States. Path analysis of the survey data was used to examine the relationships between the teachers'...
Technology, Knowledge and Learning Vol. 20, No. 2 (July 2015) pp. 201–229
Individual writing and collaborative writing skills are important for academic success, yet are poorly taught in K-12 classrooms. This study examines how sixth-grade students (n = 257) taught by two teachers used Google Docs to write and exchange...
British Journal of Educational Technology Vol. 48, No. 3 (May 2017) pp. 730–748
Interactions are the central emphasis in language learning. An increasing number of K-12 students take courses online, leading some critics to comment that reduced opportunities for interaction may affect learning outcomes. This study examined the...
Pedagogical Beliefs and Attitudes toward Information and Communication Technology: A Survey of Teachers of English as a Foreign Language in China
Computer Assisted Language Learning Vol. 30, No. 8 (2017) pp. 745–765
Though pedagogical beliefs have been identified as critical factors in the success of technology integration, very few studies have included them in technology-adoption models. The present study revises the Technology Acceptance Model (TAM) by...
A tale of two communication tools: Discussion-forum and mobile instant-messaging apps in collaborative learning
British Journal of Educational Technology Vol. 49, No. 2 (March 2018) pp. 248–261
Computer-supported collaborative learning (CSCL) has shown considerable promise, but thus far the literature has tended to focus on individual technological tools, without due regard for how the choice of one such tool over another impacts CSCL,...