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Collaborative learning methods which emphasize peer interaction have been widely applied to increase the intensity and effectiveness of EFL reading programs. However, simply grouping students heterogeneously and assigning them group goals does not guarantee that effective collaborative learning will ensue. The present research includes two studies. In Study(More)
Department of Applied Chinese Languages and Literature, National Taiwan Normal University, 162, Sec. 1, Ho-Ping E. Rd., Taipei, Taiwan Department of Educational Psychology and Counseling, National Taiwan Normal University, 162, Sec. 1, Ho-Ping E. Rd., Taipei, Taiwan Graduate Institute of Information and Computer Education, National Taiwan Normal University,(More)
This study implemented a three-stage problem-based estimation instruction scenario and combined it with mobile technology to provide elementary teachers with an effective e-tool for observing student estimation and leading effective class or group discussions on the selection and assessment of appropriate strategies for solving daily estimation problems.(More)
This study applied design research in designing a mobile-device-supported interactive writing platform (ePoetry Zone, ePZ) for elementary EFL learners in collaborative creation. In the first iteration essential supports needed in interactive writing were identified and became the design foundation of the mobile interactive writing platform (ePZ). In the(More)
  • Yu-Ju Lan
  • Educational Technology & Society
  • 2013
Strategies play an important role in learning a second or foreign language (L2). The aim of the current study was to develop and evaluate a co-sharing-based strategy learning system for L2 vocabulary learning known as “Mywordtools.” Mywordtools is designed specifically for lexical learning, enabling learners to use the currently available vocabulary(More)
The current study aimed at investigating how mobile seamless technology can be used to enhance the pragmatic competence of learners of Chinese as a second language (CSL). 34 overseas CSL learners participated in this study. They were randomly assigned into two groups: the classroom group, executing language tasks in fake contexts in a traditional classroom;(More)
Yu-Ju Lan, Nian-Shing Chen and Yao-Ting Sung Department of Applied Chinese Language and Culture, National Taiwan Normal University, Taiwan // Department of Information Management, National Sun Yat-sen University, Taiwan // Department of Educational Psychology and Counseling, National Taiwan Normal University, Taiwan // yujulan@gmail.com //(More)