教師著作

Permanent URI for this collectionhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/31269

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Author: search.filters.author.Rih-Chang Chao

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    Enhancing L2 interaction in avatar-based virtual worlds: Student teachers' perceptions.
    (ASCILITE, 2013-01-01) Jun-Jie Tseng; Ya-Hsun Tsai; Rih-Chang Chao
    Three-dimensional (3-D) multi-user virtual environments (3-D MUVEs) have been used to provide language learners with realistic scenarios in which verbal and non-verbal interactions are simulated. However, little is known of the underlying factors that shape interaction in avatar-based virtual worlds. This study examined the perceptions of 38 student teachers of second language (L2) interaction in relation to the learning and teaching of Chinese as a foreign language (CFL) by using 3-D MUVEs. The data that were collected through reflection reports and interviews revealed that the key to the success of promoting L2 interaction may be contingent on the access to realistic scenarios and the presence of non-verbal cues. The participating teachers also offered suggestions regarding the future use of 3-D MUVEs to foster L2 interaction in the learning and teaching of CFL. Overall, the teachers considered this unique platform to be a promising venue where enhanced interaction may contribute to the understanding of target linguistic input, as well as the communication of the learners. This study has provided insight into the dynamic forces that mediate L2 interaction in 3-D MUVEs from the viewpoints of CFL teachers.
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    The Chinese as second language multidimensional computerized adaptive testing system construction
    (NAUN, 2011-01-01) Hsuan-Po Wang; Bor-Chen Kuo; Rih-Chang Chao; Ya-Hsun Tsai
    With rising demand of Chinese as Second Language (CSL) learning, Chinese Proficiency Test became more and more popular recently. There are several major proficiency tests with paper-pencil (P&P) formats for Chinese learners including Taiwan's test of proficiency-Huayu (TOP-Huayu), the mainland's Hanyu Shuiping Kaoshi (HSK), and America's Scholastic Assessment Test (SAT). In this study, Common European Framework Reference (CEFR) is applied and CSL Proficiency Index is used as guidelines to develop a multidimensional computerized adaptive testing (MCAT) system for enhancing the CSL proficiency test. This research collected empirical data via the computerized based test (CBT) followed by developing and conducting a simulation study on a MCAT system. The proposed system provides a framework of using item response theory (IRT) as the ability scoring method and applies to the process as a MCAT. In addition, this research will also go through the evaluation of the effectiveness of the process on MCAT system. There were 658 empirical data collected from Grace Christian Collage in Philippine on September 2009. At the end of this research the result indicated that recommend CSL MCAT System applied MAP as the ability estimation method for this MCAT System. The interface of the MCAT system is also present at this research.
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    A study on CSL proficiency evaluation—Reading and Listening subject.
    (NAUN, 2011-01-01) Rih-Chang Chao; Bor-Chen Kuo; Hsuan-Po Wang; Ya-Hsun Tsai
    Presently there are many Chinese proficiency tests (CPTs) available today measuring participants’ proficiency in CSL. Most of them, the AP Chinese language and Cultural examination (AP), Hanyu Shuiping Kaoshi (HSK) and Test of Proficiency-Huayu (TOP), had classified their test results in proficiency levels which corresponded to the levels of CEFR (The Common European Framework of Reference for Languages: Learning, Teaching, and Assessment). However, some of Reading and Listening subjects in Top had not completely conducted their proficiency level in corresponding to CEFR. Therefore, the items implemented in this study were on the basis of CEFR for CSL CPT reading and listening subject construction. This study applied IRT 3PL model to analyze and interpret 751 reading and 762 listening subjects empirical data collected from Grace Christian Collage in Philippine on September 2009 via the computerized based test (CBT). The contribution of this study was not only on the construction of a CSL Proficiency Test on a basis of CEFR but also in comparison with examinees’ proficiency scales in referring to their background and explored factors that might affected CSL learning effectiveness.