A Mobile-Assisted Synchronously Collaborative Translation-Annotation System for English as a Foreign Language (EFL) Reading Comprehension

Autor/inn/en	Chang, Chih-Kai; Hsu, Ching-Kun
Titel	A Mobile-Assisted Synchronously Collaborative Translation-Annotation System for English as a Foreign Language (EFL) Reading Comprehension
Quelle	In: Computer Assisted Language Learning, 24 (2011) 2, S.155-180 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
Schlagwörter	Reading Comprehension; Translation; Path Analysis; Language Laboratories; English (Second Language); Second Language Learning; Computer Assisted Instruction; Second Language Instruction; Handheld Devices; Reading Instruction; Student Attitudes; Cooperation; Documentation; College Students; Questionnaires + Suchen Sie Ihr Suchwort? Leseverstehen; Pfadanalyse; Language laboratory; Sprachlabor; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Computer based training; Computerunterstützter Unterricht; Fremdsprachenunterricht; Leseunterricht; Schülerverhalten; Co-operation; Kooperation; Dokumentation; Collegestudent; Fragebogen
Abstract	This research introduced mobile devices into an intensive reading course and allowed functions that are usually found only in the language laboratory to be easily and flexibly utilized in the general classroom. To enhance and improve the reading comprehension of English as a foreign language (EFL) readers, a computer-assisted-language-learning (CALL) system for use on PDAs, integrating an instant translation mode, an instant translation annotation mode, and an instant multi-users shared translation annotation function was developed to support a synchronously intensive reading course in the normal classroom. Experiments were conducted to analyze the usage of the system, including the attitude and satisfaction of users. Moreover, the study determined the optimum number of users in each group for the system to work most efficiently, and for students to improve their reading comprehension. Experimental results indicated that those students who were grouped into twos, threes, and fours had significantly higher levels of comprehension than individual students, but those grouped into fives did not. Overall, on average around 70% of the students agreed that the system was useful, 75% of the students agreed that the system was easy to use, and 66% of the students perceived satisfaction with the system. The user intentions were also further analyzed in light of a path analysis method. (Contains 12 figures and 3 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10