Shu Ching Yang

Comparison of Internet addicts and non-addicts in Taiwanese high school

This study investigated the difference between Internet addicts and non-addicts in Taiwanese high schools, and focused specifically on their Internet usage patterns, and gratification and communication pleasures. A total of 1708 valid data samples of high school adolescents were collected. Among this sample, 236 subjects (13.8%) were identified as addicts using the eight-item Internet addiction Diagnostic Questionnaire designed by Young [Internet addiction survey [Online]. Available: http://www.pitt.edu/_ksy/survey.htm]. The analytical results revealed that Internet addicts spent almost twice as many hours on line on average than the non-addicts. Notably, surfing with a social/entertainment motivation and gratification was positively correlated with Internet addiction. Furthermore, Internet addicts obtained markedly higher overall PIUST scores and scored higher than non-addicts on four subscales (tolerance; compulsive use and withdrawal; related problems, including family, school, health, and other problems; interpersonal and financial problems). While Internet addicts perceived the Internet to have significantly more negative influences on daily routines, school performance, teacher and parental relation than non-addicts, both Internet addicts and non-addicts viewed Internet use as enhancing peer relations. Moreover, students with personalities characterized by dependence, shyness, depression and low self-esteem had a high tendency to become addicted.

Technology-enhanced language learning: A case study

Abstract This study explores participant views regarding the integration of Internet tools in language learning activities. The descriptive study has illustrated the perceptions of a class of senior high school students regarding language learning in a technology environment. The subjects were 44 10th-grade male students and their teacher who together joined a technology-enhanced language learning (TELL) project in Taiwan known as “Advanced Joint English Teaching” (AJET). The students participated in six Internet-based teaching activities; group e-mailing, a Web-based course, an e-mail writing program, English homepage design, video-conferencing and chat room discussion. This study found that the AJET project provided the students with an opportunity to experience new technologies; learners experienced the pleasure of learning and thus increased their learning possibilities. The students liked and approved of learning English using the Internet, but had differing opinions about its benefits. The study demonstrated that learners bring different perspectives to TELL, and that learners who are passively oriented towards Internet English learning require careful guidance from pedagogical applications to this approach. Making students aware that learning English through multimedia technology demands new learning strategies and self-directed learning is a crucial first step. Some pedagogical suggestions are provided for effectively using computer networking in second- and foreign language classrooms.

Reconceptualizing think-aloud methodology: Refining the encoding and categorizing techniques via contextualized perspectives.

Ericsson and Simons prescriptions about verbal protocols are, in general, highly regarded among cognitive scientists. This paper however, presents arguments, illustrated with evidence, to justify the researchers departure from some of Ericsson and Simons guidelines. Drawing from previous problem-solving studies using verbal protocols, the researcher found that, given the ill-structured and complex, knowledge-rich nature of the activity, the analytic and objective information-processing model which underlies Ericsson and Simons protocol analysis deserves to be questioned. The present paper presents a different framework from Ericsson and Simons recommendations about context-free encoding and mutually exclusive categorization. The researcher proposes context-appreciative encoding and multiple co-defined categorizations and suggests the methodology be refined and conceptualized using a contextualized point of view. The paper is concluded by calling for the fine-tuning and qualification of thinking aloud methodology, and highlights some suggestions for the direction of future research.

Multidimensional taxonomy of learners cognitive processing in discourse synthesis with hypermedia

Abstract An exploratory study was undertaken to quantify the cognitive process of discourse synthesis within a hypermedia learning environment. The focus was on learners’ discourse synthesis and the cognitive processing that was activated while using the Perseus database. The data for the study was transcribed from tape recordings of “thinking aloud” protocols as the learners worked on their tasks. All protocols were transcribed verbatim and categorized according to the strategy of the content. A functional model and taxonomy were developed to characterize the cognitive operations and thinking processes of the learners’ interactions with Perseus. The proposed taxonomy characterized their cognitive engagement within hypermedia from a broader context. The study showed that the learners’ electronic discourse synthesis is a problem-solving activity, which calls into play a variety of cognitive processes. It is a multifaceted construct that entails thick cognition with many highly correlated factors, such as the learners’ cognitive and metacognitive processes, physical operations, affective responses, reasoning and inter-textual interpreting. It is emphasized that the taxonomy is not discrete or stand-alone, but complexly intertwined and complementary. The study concludes with practical and theoretical concerns that emerged from this focus on discourse synthesis within hypermedia.

E-critical/thematic doing history project: Integrating the critical thinking approach with computer-mediated history learning

The study investigated how inclination towards critical thinking about history, and also knowledge of history could be nurtured through E-critical/thematic doing history project. Thirty-three participants from a junior high school participated in a history workshop as an extracurricular school activity. Using a one-group pretest-posttest design, the history-learning questionnaire was employed to determine the effectiveness of doing history projects in promoting critical historical thinking skills among the subject group. A self-evaluation of the program, observation of student learning, and semi-structural interviews also were performed. The study found that history projects could scaffold learner development of historical and critical thinking. Students developed more positive and critical attitudes toward learning.