A Computer System of Referential Resolution to Assess Students' Reading Comprehension

Autor/inn/en	Yang, Yu-Fen; Wong, Wing-Kwong; Yeh, Hui-Chin
Titel	A Computer System of Referential Resolution to Assess Students' Reading Comprehension
Quelle	In: Educational Technology & Society, 11 (2008) 4, S.173-189 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Correlation; Reading Processes; Feedback (Response); Reading Comprehension; Online Systems; Reading Strategies; Cognitive Structures; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; College Students; Computer Software; Educational Technology; Instructional Design; Online Courses; Electronic Learning; Information Technology; Web Based Instruction; Computer Software Evaluation; Computer System Design; Taiwan + Suchen Sie Ihr Suchwort? Korrelation; Leseprozess; Leseverstehen; Online; Reading strategy; Leselernstufe; Lesetechnik; Cognitive structure; Kognitive Struktur; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Collegestudent; Unterrichtsmedien; Lesson concept; Lessonplan; Unterrichtsentwurf; Online course; Online-Kurs; Informationstechnologie; Web Based Training; Softwareanalyse
Abstract	The major purpose of this study is to assist college students in constructing mental representation of referential resolution in a computer system. Ninety students were asked to draw mental maps indicating the relationships between references, take reading comprehension tests, and fill out open-ended questionnaire. Results showed that the correlation between referential resolution and reading comprehension ranged from 61% to 75% in three reading tasks. The more students practiced in referential resolution, the higher average score they obtained in the reading comprehension test. Students also requested fewer feedbacks when they progressed to better comprehend the final online text. That is, they became more independent and relied less on the system's feedback in their reading development. Although seventy-six students expressed that they learned from building connections of related words and made progressed in reading comprehension, fourteen students revealed that they still had difficulties after using the online system. This deserved more investigation in the future. (Contains 6 tables and 12 figures.) (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10