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Semiconductor hookup construction (i.e., constructing process tool piping systems) is critical to semiconductor fabrication plant completion. During the conceptual project phase, it is difficult to conduct an accurate cost estimate due to the great amount of uncertain cost items. This study proposes a new model for estimating semiconductor hookup construction project costs. The developed model, called FALCON‐COST, integrates the component ratios method, fuzzy adaptive learning control network (FALCON), fast messy genetic algorithm (fmGA), and three‐point cost estimation method to systematically deal with a cost‐estimating environment involving limited and uncertain data. In addition, the proposed model improves the current FALCON by devising a new algorithm to conduct building block selection and random gene deletion so that fmGA operations can be implemented in FALCON. The results of 54 case studies demonstrate that the proposed model has estimation accuracy of 83.82%, meaning it is approximately 22.74%, 23.08%, and 21.95% more accurate than the conventional average cost method, component ratios method, and modified FALCON‐COST method, respectively. Providing project managers with reliable cost estimates is essential for effectively controlling project costs.

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Due to the tremendous advancements in technology, blended learning has become a focus in modern higher education which combines the online and face-to-face learning. Blended learning for English as foreign language (EFL) improves stu-dents’ listening and speaking proficiencies, but poses challenges from materials or content to the unity of online-learning and the face-to-face classroom. In this paper we propose a model which combines blended learning and content-based instruction (CBI), a pedagogical approach in language study to enhance both online and face to face learning, with a focus of collaborative and autonomous learning to ensure the achievement of learning outcomes. The evaluation results of a comparative study revealed the efficiency of the present model in which stu-dents performed and perceived better, which proved the benefits of EFL learning for listening and speaking proficiencies. These findings encourage further devel-opment of other blended learning options for EFL learning.

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