Search results for author:"Shiou-Wen Yeh"
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Computers & Education Vol. 44, No. 2 (February 2005) pp. 97–113
The assessment of learners’ metacognitive knowledge level is crucial when developing computer-assisted language learning systems. Currently, many systems assess learners’ metacognitive knowledge level with pre-instructional questionnaires or...
Computers & Education Vol. 52, No. 4 (May 2009) pp. 882–892
Giving feedback on second language (L2) writing is a challenging task. This research proposed an interactive environment for error correction and corrective feedback. First, we developed an online corrective feedback and error analysis system called ...
Effects of confidence scores and remedial instruction on prepositions learning in adaptive hypermedia
Computers & Education Vol. 42, No. 1 (January 2004) pp. 45–63
Although Computer-Assisted Language Learning (CALL) provides EFL (English as a Foreign Language) students a dynamic environment for English learning, many courses in current markets still emphasize the presentation of domain knowledge but neglect...
Designing an adaptive web-based learning system based on students’ cognitive styles identified online
Computers & Education Vol. 58, No. 1 (January 2012) pp. 209–222
This study developed an adaptive web-based learning system focusing on students’ cognitive styles. The system is composed of a student model and an adaptation model. It collected students’ browsing behaviors to update the student model for...
Computers & Education Vol. 53, No. 1 (August 2009) pp. 155–168
Developing interactive history learning materials to facilitate historical thinking is one of the challenges in history teaching and learning. This study developed a web-based history educational system, which has used the acronym HES-SPATO (history ...
World Conference on Educational Media and Technology 2012 (Jun 26, 2012) pp. 1407–1412
Vocabulary learning is an interactive and complex process of incremental learning and constant reinforcement. Studies have also proved that students’ vocabulary learning strategies deserve detailed investigation. To meet the challenges of...
EdMedia: World Conference on Educational Media and Technology 2015 (Jun 22, 2015) pp. 1546–1550
With the advancement of mobile technology, making annotations by marking text on a mobile device has become a common practice. The mobility of mobile annotations means that learners could do the reading annotation activities in any environment. The...
Comparing Online Argumentative Writing with In-Class Argumentative Writing as Assignment to the Instructor
World Conference on Educational Media and Technology 2012 (Jun 26, 2012) pp. 920–924
This paper presents a study of an undergraduate-above level English argumentative writing course in EFL (English as a Foreign Language) context. The study attempts to explore how online writing is different from in-class writing in terms of writing...
Using Mobile Technology to Enhance English Teaching: EFL Students’ Strategies and Perceptions in a Collaborative Learning Activity
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 727–730
For EFL learners, English speaking is the most difficult skill and the most anxiety-provoking aspect of the four language skills. In recent years, the advancing mobile technologies have encouraged the development of technology-enhanced language...
International Journal of Computer-Supported Collaborative Learning Vol. 6, No. 3 (September 2011) pp. 397–419
With the advent of computer technology, researchers and instructors are attempting to devise computer support for effective collaborative technical writing. In this study, a computer-supported environment for collaborative technical writing was...