Volume 1, Issue 2, December 2019最新文献

History of Education and Contemporary Education: Reflections on Jewish Education 教育史与当代教育:对犹太教育的思考

Volume 1, Issue 2, December 2019 Pub Date : 2019-12-30 DOI: 10.34097/jeicom-volume-1-issue-2-december-1

Yehuda Bitty

引用次数: 0

Integrated Social Media into Mobile-Assisted Foreign Language Learning 将社交媒体融入移动辅助外语学习

Volume 1, Issue 2, December 2019 Pub Date : 2019-12-30 DOI: 10.34097/jeicom-volume-1-issue-2-december-2019-3

Ling Luo

{"title":"Integrated Social Media into Mobile-Assisted Foreign Language Learning","authors":"Ling Luo","doi":"10.34097/jeicom-volume-1-issue-2-december-2019-3","DOIUrl":"https://doi.org/10.34097/jeicom-volume-1-issue-2-december-2019-3","url":null,"abstract":"In today's college campuses, having a smartphone and being active on social media has become a fashion. Though many mobile apps have been designed for learning languages, there are few studies on applying social media based mobile apps to promote the effective learning of foreign languages. As an emerging social media mobile app, WeChat is the most popular social tool in Chinese community around the world. The WeChat app has many communication functions: live chat, group chat, and multimedia input and document transmission, which are essential for language learning. In this research project, we integrate WeChat into a mobile-assisted Mandarin learning app that we have designed. WeChat and the mobile app allow effective communication among instructors and students, and student groups. It offers a variety of communication methods, including voice, text, graphic (abundant icons) and video, which fits the needs of language learning and practices. This integration between WeChat and the mobile app helps to expand the traditional language teaching and learning outside the classroom. Instructors can provide students instant instructions and feedback, and students can learn and practice the exercises anywhere. We have piloted this new approach and conducted various experiments in two sections of Chinese level I in a US college to assess its effectiveness.","PeriodicalId":215331,"journal":{"name":"Volume 1, Issue 2, December 2019","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121294610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Investigating the Relationships among College Students’ Online Self-Regulated Learning, Grit and 5C Competences 大学生网络自主学习、毅力与5C能力的关系研究

Volume 1, Issue 2, December 2019 Pub Date : 2019-12-30 DOI: 10.34097/jeicom-volume-1-issue-2-december-2019-6

Wei Sun, Chang Xu, Yan Dong

{"title":"Investigating the Relationships among College Students’ Online Self-Regulated Learning, Grit and 5C Competences","authors":"Wei Sun, Chang Xu, Yan Dong","doi":"10.34097/jeicom-volume-1-issue-2-december-2019-6","DOIUrl":"https://doi.org/10.34097/jeicom-volume-1-issue-2-december-2019-6","url":null,"abstract":"The competences of communication, collaboration, critical thinking, complex problem solving and creativity (5C) have already been widely emphasized by scholars and educators as important abilities in the 21 st century society (Hwang, Lai, Liang, Chu, & Tsai, 2017). This study aims to investigate the effects of grit and self-regulated learning on learners’ 5C competences in an online learning environment and measuring it through a quantitative survey. 103 Higher Education students participated in the study. The results of the study are: (1) communication can also be subdivided into two sub-dimensions: communication ways and communication feeling; (2) students’ consistency of interests is not related to their self-regulated learning and 5C competences; (3) the results of linear regression indicated that students’ perseverance of effort could predictor their 5C competences, and students’ self-regulated learning especially goal setting, environment structuring, task strategies, help seeking and self-evaluation all positive impact their 5C competences. The findings suggested us the important meaning to develop students’ characteristic and quality of grit to help students monitor, reflect and adjust their online learning, and develop their key skills ultimately. Implications of the findings for additional research and instruction are discussed.","PeriodicalId":215331,"journal":{"name":"Volume 1, Issue 2, December 2019","volume":"365 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122921310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

International Pedagogical Practices: New media and the value of pedagogical knowledge 国际教学实践:新媒体与教学知识的价值

Volume 1, Issue 2, December 2019 Pub Date : 2019-12-30 DOI: 10.34097/jeicom-volume-1-issue-2-december-0

引用次数: 1

The Effect of Face-to-Face and non-Face-to-Face Synchronously Collaborative Writing Environment on Student Engagement and Academic Performance 面对面和非面对面同步协作写作环境对学生参与和学业成绩的影响

Volume 1, Issue 2, December 2019 Pub Date : 2019-12-30 DOI: 10.34097/jeicom-volume-1-issue-2-december-2019-5

Mengyingx Han, Yushun Li

{"title":"The Effect of Face-to-Face and non-Face-to-Face Synchronously Collaborative Writing Environment on Student Engagement and Academic Performance","authors":"Mengyingx Han, Yushun Li","doi":"10.34097/jeicom-volume-1-issue-2-december-2019-5","DOIUrl":"https://doi.org/10.34097/jeicom-volume-1-issue-2-december-2019-5","url":null,"abstract":"2 Abstract Collaborative Writing (CW) tools such as Google Docs provide an efficient way for students to perform collaborative writing tasks. This research is based on a novel CW tool called Cooperpad, with a group awareness functionality, which continuously gathers group members' writing behaviour, analyzes and visualize their engagement intensity for group members to compare their participation with that of others. The comparative experiment is carried out in two different online learning environments: face-to-face and non-face-to-face, with an experimental group (N = 72) and a control group (N = 48). Through systematic data and post-test design we have examined in which environment the students showed more engagement in the group-writing task. The results showed that Cooperpad writing system is more helpful to enhance the student engagement and improve students’ academic performance on certain levels in face-to-face online learning environment compared with non-face-to-face. Moreover, the student engagement was positively correlated to the academic performance. Students have a high degree of the system, which has a positive promoting effect on learning initiative and teamwork","PeriodicalId":215331,"journal":{"name":"Volume 1, Issue 2, December 2019","volume":"292 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133926043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Facilitating and Improving Speaking Accuracy through Self-correction and Self-awareness in TOEFL Independent Speaking Tasks 通过托福独立口语任务中的自我纠正和自我意识来促进和提高口语准确性

Volume 1, Issue 2, December 2019 Pub Date : 2019-12-30 DOI: 10.34097/jeicom-volume-1-issue-2-december-2019-2

Davood Souri, A. Merç

{"title":"Facilitating and Improving Speaking Accuracy through Self-correction and Self-awareness in TOEFL Independent Speaking Tasks","authors":"Davood Souri, A. Merç","doi":"10.34097/jeicom-volume-1-issue-2-december-2019-2","DOIUrl":"https://doi.org/10.34097/jeicom-volume-1-issue-2-december-2019-2","url":null,"abstract":"Assessing the speaking skills of language learners has always been in the agenda considering the fact that speaking correspondingly involves comprehension, and interaction is almost impossible without comprehension in the target language. During the independent speaking tasks of the TOEFL-IBT test, candidates often make grammar mistakes, and since they have limited time for self-correction, they cannot answer the questions fully, and eventually they run out of time finishing the task completely. These mistakes directly affect candidates’ speaking negatively, and they often seek ways to make fewer mistakes so that they can focus more on supporting their ideas and fluency. The purpose of this study is to find out if a TOEFL test candidate is likely to use the target language more efficiently in the successive and subsequent trials based on self-correction and selfawareness of errors. For this purpose, a Turkish learner of English preparing to take TOEFL-IBT test in a private English language school was assessed on an 8-step speaking test trial for the 14 speaking questions for the independent speaking tasks of the TOEFL-IBT test. After each trial, the participant’s reflections were analyzed through coding and under three themes: lexis, elaboration and structure. The results of this study indicated that, through awareness raising and self-correction, the participant’s speaking skills improved in terms of vocabulary range, elaboration, using discourse linkers based on the raters’ judgments, however, there was no noticeable improvement regarding sentence structure. The participant also reported that self-correction was an effective way to remember the errors and considered the raters’ feedback useful in becoming more aware of certain areas. The interview results revealed that the learner preferred discovery learning rather than rote.","PeriodicalId":215331,"journal":{"name":"Volume 1, Issue 2, December 2019","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116476182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Motivation and Vision: A Survey of British Learners on the Mandarin Excellence Programme 动机与愿景:英国学生对卓越普通话课程的调查

Volume 1, Issue 2, December 2019 Pub Date : 2019-12-30 DOI: 10.34097/jeicom-volume-1-issue-2-december-2019-4

Qing Li

{"title":"Motivation and Vision: A Survey of British Learners on the Mandarin Excellence Programme","authors":"Qing Li","doi":"10.34097/jeicom-volume-1-issue-2-december-2019-4","DOIUrl":"https://doi.org/10.34097/jeicom-volume-1-issue-2-december-2019-4","url":null,"abstract":"This study investigates learners’ motivation and vision in learning Mandarin Chinese (hereafter Mandarin 2 ) as a second language in the UK context. Firstly, the current study aims to present the view of the learners’ motivation and find out whether motivation differs between groups according to gender and the length of time studying Mandarin. Secondly, it further investigates the relationship between motivation and intended effort. Thirdly, this survey explores the role that vision played in motivation. In order to meet these aims, 40 participants from a secondary school located in London took part in this study. The participants were on the Mandarin Excellence Programme, which is a project that provides intensive Mandarin courses in secondary schools. The data was collected using a well-designed, six-point Likert scale questionnaire, which was based on the research literature on motivation of L2 3 Mandarin and English learning. This study found that Chinese culture motivates participants the most in learning Mandarin and revealed significant correlations between motivation and intended effort. Furthermore, it found that cultural interest and travelling have a positive predictive effect on intended effort. In terms of vision, it proved that participants have developed vivid visualization in using Mandarin.","PeriodicalId":215331,"journal":{"name":"Volume 1, Issue 2, December 2019","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116424257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1