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The Effects of an Augmented-Reality Ubiquitous Writing Application: A Comparative Pilot Project for Enhancing EFL Writing Instruction
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Lin, Vivien; Liu, Gi-Zen; Chen, Nian-Shing – Computer Assisted Language Learning, 2022
The use of technology such as online software has been examined in English as a foreign language (EFL) writing contexts. However, few studies have incorporated context-aware ubiquitous technology into EFL writing instruction. To develop multimodal and digital literacy of target EFL undergraduates in this pilot project, the researchers designed and…
Descriptors: Writing Instruction, Teaching Methods, Schemata (Cognition), Second Language Learning
Analyzing Online Comments: A Language-Awareness Approach to Cultivating Digital Literacies
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Chen, Cheryl Wei-Yu – Computer Assisted Language Learning, 2020
The advent of technology has made the Internet a fertile ground for much literacy learning to take place, and how to use the Internet discourse for language learning remains to be explored. The current study adopted a language-awareness approach to raise students' awareness of the forms and function of online language. A sample online comment…
Descriptors: Computer Mediated Communication, Social Media, Internet, Discourse Analysis
A Survey of Native Language Teachers' Technological Pedagogical and Content Knowledge (TPACK) in Taiwan
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Cheng, Kun-Hung – Computer Assisted Language Learning, 2017
An increasing amount of research has focused on the exploration of English as a Foreign Language teachers' technological pedagogical and content knowledge (TPACK). However, in the field of native language teaching, such as Taiwanese, Hakka, Aboriginal languages in Taiwan, few studies have paid attention to understanding the teachers' perceptions…
Descriptors: Foreign Countries, Technological Literacy, Pedagogical Content Knowledge, Native Language
Examining EFL Teachers' Technological Pedagogical Content Knowledge and the Adoption of Mobile-Assisted Language Learning: A Partial Least Square Approach
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Hsu, Liwei – Computer Assisted Language Learning, 2016
This study examines EFL (English as a foreign Language) teachers' technological pedagogical content knowledge (TPACK) and how such knowledge affects the adoption of mobile-assisted language learning (MALL). A total of 158 in-service Taiwanese English teachers were surveyed. Two frameworks were employed to examine latent constructs: TPACK and the…
Descriptors: English (Second Language), Second Language Instruction, Teaching Methods, Pedagogical Content Knowledge