東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Evaluating the Impact of an Online E...

Dixon, Shane.

FindBook

Google Book

Amazon

博客來

Evaluating the Impact of an Online English Language Tool's Ability to Improve Users' Speaking Proficiency under Learner- and Shared-control Conditions.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Evaluating the Impact of an Online English Language Tool's Ability to Improve Users' Speaking Proficiency under Learner- and Shared-control Conditions./
作者:	Dixon, Shane.
面頁冊數:	102 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
標題:	Educational technology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3701400
ISBN:	9781321720235

Evaluating the Impact of an Online English Language Tool's Ability to Improve Users' Speaking Proficiency under Learner- and Shared-control Conditions.
Dixon, Shane.

Evaluating the Impact of an Online English Language Tool's Ability to Improve Users' Speaking Proficiency under Learner- and Shared-control Conditions. - 102 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ph.D.)--Arizona State University, 2015.

This study aims to uncover whether English Central, an online English as a Second Language tool, improves speaking proficiency for undergraduate students with developing English skills. Eighty-three advanced English language learners from the American English and Culture Program at Arizona State University were randomly assigned to one of three conditions: the use of English Central with a learner-control, shared-control, and a no-treatment condition. The two treatment groups were assigned approximately 14.7 hours of online instruction. The relative impact of each of the three conditions was assessed using two measures. First, the Pearson Versant Test (www.versanttest.com), a well-established English-as-a-second-language speaking test, was administered to all of the participants as a pre- and post-test measure. Second, students were given a post-treatment questionnaire that measured their motivation in using online instruction in general, and English Central specifically. Since a significant teacher effect was found, teachers involved in this study were also interviewed in order to ascertain their attitude toward English Central as a homework tool.

ISBN: 9781321720235Subjects--Topical Terms:

517670
Educational technology.

Evaluating the Impact of an Online English Language Tool's Ability to Improve Users' Speaking Proficiency under Learner- and Shared-control Conditions.
LDR:02749nmm a2200289 4500 001 2068724
005 20160428074936.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781321720235
035 $a (MiAaPQ)AAI3701400
035 $a AAI3701400
040 $a MiAaPQ $c MiAaPQ
100 1 $a Dixon, Shane. $3 3183686
245 1 0 $a Evaluating the Impact of an Online English Language Tool's Ability to Improve Users' Speaking Proficiency under Learner- and Shared-control Conditions.
300 $a 102 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
500 $a Adviser: Robert Atkinson.
502 $a Thesis (Ph.D.)--Arizona State University, 2015.
520 $a This study aims to uncover whether English Central, an online English as a Second Language tool, improves speaking proficiency for undergraduate students with developing English skills. Eighty-three advanced English language learners from the American English and Culture Program at Arizona State University were randomly assigned to one of three conditions: the use of English Central with a learner-control, shared-control, and a no-treatment condition. The two treatment groups were assigned approximately 14.7 hours of online instruction. The relative impact of each of the three conditions was assessed using two measures. First, the Pearson Versant Test (www.versanttest.com), a well-established English-as-a-second-language speaking test, was administered to all of the participants as a pre- and post-test measure. Second, students were given a post-treatment questionnaire that measured their motivation in using online instruction in general, and English Central specifically. Since a significant teacher effect was found, teachers involved in this study were also interviewed in order to ascertain their attitude toward English Central as a homework tool.
520 $a Learner outcomes were significantly different between the shared and learner conditions. Student motivation was predictive of learning outcomes. Subjects in the shared condition outperformed those in the learner condition. Furthermore, those in the shared condition scored higher than the control condition; however, this result did not reach statistical significance. Results of the follow-up teacher survey revealed that while a teacher's view of the tool (positive or negative), was not a predictor of student success, teacher presentation of the tool may lead to a significant impact on student learning outcomes.
590 $a School code: 0010.
650 4 $a Educational technology. $3 517670
650 4 $a English as a second language. $3 516208
690 $a 0710
690 $a 0441
710 2 $a Arizona State University. $b Educational Technology. $3 2095127
773 0 $t Dissertation Abstracts International $g 76-09A(E).
790 $a 0010
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3701400