Cognitive Diffusion Model with User-Oriented Context-to-Text Recognition for Learning to Promote High Level Cognitive Processes

Hwang, Wu‐Yuin; Shadiev, Rustam; Huang, Yueh Min

doi:10.1007/978-94-007-7262-5_31

Cited by 7 publications

(2 citation statements)

References 3 publications

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“…Both professional and personal language proficiency involves well-developed listening, speaking, reading, and writing abilities (Hwang, Chen, Shadiev, Huang, & Chen, 2012). However, there are limited opportunities to speak English or listen to a speech in English in countries where it is not an official language (Hwang et al, in press;Hwang & Shadiev, 2014). According to Cheon (2003) and Tsou (2005), in countries of the Asia-Pacific region such as South Korea, Japan, and Taiwan, reading and writing are emphasized far more than listening and speaking, particularly in elementary schools.…”

Section: Introductionmentioning

confidence: 99%

Effects of using mobile devices on English listening diversity and speaking for EFL elementary students

Hwang¹,

Huang

Shadiev

et al. 2014

AJET

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This study designed learning activities supported by a mobile learning system for students to develop listening and speaking skills in English as a foreign language (EFL). How students perceive learning activities and a mobile learning system were examined in this study. Additionally, how different practices relate to students' language proficiency was also explored. It was found that students had positive perceptions and intentions toward learning activities; thus, students were motivated to practice English skills more when using a mobile learning system. The results demonstrated how students' speaking and listening skills practices using mobile devices had different correlations depending on their proficiency levels. For example, listening diversity, defined as the number of other classmates a student listened to, was found to have an inverse correlation with speaking and listening proficiency. This finding does not support previous research and indicates that students who carefully selected their listening partners performed better than those who did not. It was further found that the better students performed in English learning, the fewer partners they would choose. EFL instructors can use the insights of this study to design more effective language learning activities for students using mobile devices.

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Section: Introductionmentioning

confidence: 99%

Effects of using mobile devices on English listening diversity and speaking for EFL elementary students

Hwang¹,

Huang

Shadiev

et al. 2014

AJET

Self Cite

View full text Add to dashboard Cite

show abstract

“…In order to make students practice more, communicative and situational language teaching methods were proposed [7], [8]. Furthermore, related literature suggests extending students EFL learning experiences with mobile [9], [10], [11], [12] and digital game-based [13], [14], [15] technologies. According to the related research, both, mobile and digital gamebased learning can be beneficial in EFL acquisition.…”

Section: Introductionmentioning

confidence: 99%

Facilitating Listening and Speaking with Game-Based Learning Activities in Situational Context

Hwang

Zhao

Shadiev

et al. 2014

Emerging Issues in Smart Learning

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Abstract. This study proposed game-based learning activities in situational context to facilitate listening and speaking. To measure the feasibility of learning activities, this study conducted one experiment in which students participated at learning activities by using traditional method (control) and mobile application (experimental). Results revealed that experimental students outperformed control students in the speaking post-test while there was insignificant difference in the listening post-test. Furthermore, most students had positive perceptions toward game-based learning activities supported by mobile application. This paper discusses research findings and implications along with conclusions and several suggestions for future development and research.

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Self-experienced storytelling in an authentic context to facilitate EFL writing

Nguyen

Hwang

Pham

et al. 2020

Computer Assisted Language Learning

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Cognitive Diffusion Model with User-Oriented Context-to-Text Recognition for Learning to Promote High Level Cognitive Processes

Cited by 7 publications

References 3 publications

Effects of using mobile devices on English listening diversity and speaking for EFL elementary students

Effects of using mobile devices on English listening diversity and speaking for EFL elementary students

Facilitating Listening and Speaking with Game-Based Learning Activities in Situational Context

Self-experienced storytelling in an authentic context to facilitate EFL writing

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