Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 2 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Author
| Chen, Ching-Huei | 1 |
| Hsu, Guo-Liang | 1 |
| Hsu, Jung-Lung | 1 |
| Huang, Kun | 1 |
| Huang, Yueh-Min | 1 |
| Hwang, Wu-Yuin | 1 |
| Inal, Murat | 1 |
| Korkmaz, Özgen | 1 |
| Lin, Yi-Chun | 1 |
| Shadiev, Rustam | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
| Tests/Questionnaires | 2 |
Education Level
| Elementary Education | 3 |
| Intermediate Grades | 3 |
| Grade 6 | 2 |
| Middle Schools | 2 |
| Grade 4 | 1 |
Audience
Location
| Taiwan | 2 |
Laws, Policies, & Programs
Assessments and Surveys
| Motivated Strategies for… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkInal, Murat; Korkmaz, Özgen – Education and Information Technologies, 2019
In this study, the effect of blended learning environment using DynED on student achievement and attitudes towards English course was determined as the aim of this research. Quasi-experimental design with pretest-posttest control group which is defined as a two-factor mixed design was used. Study group of this research consisted of 40 -- 4th grade…
Descriptors: Blended Learning, Teaching Methods, English (Second Language), Second Language Learning
Hwang, Wu-Yuin; Shadiev, Rustam; Hsu, Jung-Lung; Huang, Yueh-Min; Hsu, Guo-Liang; Lin, Yi-Chun – Computer Assisted Language Learning, 2016
This study applied storytelling in the English as a foreign language (EFL) classroom in order to promote speaking skills. Students were asked to practice speaking EFL through producing individual and interactive stories with a Web-based multimedia system. We aimed to investigate an effectiveness of applying individual and interactive storytelling…
Descriptors: Story Telling, Animation, English (Second Language), Second Language Learning
Chen, Ching-Huei; Huang, Kun – Journal of Educational Multimedia and Hypermedia, 2014
An experiment was conducted to examine how different response modes for practice questions and the presence or absence of cues influenced students' self-efficacy beliefs, perceived cognitive load, and performance in language recall and recognition tasks. One hundred fifty-seven 6th grade students were randomly assigned to one of four conditions:…
Descriptors: Cues, Second Language Learning, Cognitive Ability, Self Efficacy
