What makes collaborative early EFL reading effective? A mobile device-supported peer-assisted learning system

dc.contributor 國立臺灣師範大學教育心理與輔導學系 zh_tw
dc.contributor.author Lan, R. J. en_US
dc.contributor.author Sung, Y. T. en_US
dc.contributor.author Chang, K. E. en_US
dc.date.accessioned 2014-12-02T06:38:44Z
dc.date.available 2014-12-02T06:38:44Z
dc.date.issued 2007-10-01 zh_TW
dc.description.abstract Collaborative learning methods which emphasize peer interaction have been widely applied to increase the intensity and effectiveness of EFL reading programs. However, simply grouping students heterogeneously and assigning them group goals does not guarantee that effective collaborative learning will ensue. The present research includes two studies. In Study One, the weaknesses of collaborative learning in a traditional EFL setting were observed. Then, in Study Two, a mobile-device-supported peer-assisted learning (MPAL) system was developed for the purpose of addressing the identified weaknesses. Two classes of twenty-six third grade students participated in the present research to examine the unique contribution of MPAL to collaborative EFL reading activities. The collaborative behavior of elementary EFL learners was videotaped and analyzed. Detailed analysis of the videotaped behavior indicated that MPAL helped improve collaboration in elementary school level EFL learners and promotes their reading motivation. en_US
dc.description.uri http://llt.msu.edu/vol11num3/pdf/lansungchang.pdf zh_TW
dc.identifier ntnulib_tp_A0201_01_024 zh_TW
dc.identifier.issn 1094-3501 zh_TW
dc.identifier.uri http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/40691
dc.language en_US zh_TW
dc.publisher University of Hawaii Press en_US
dc.relation Language Learning and Technology, 11(3), 130-151. en_US
dc.title What makes collaborative early EFL reading effective? A mobile device-supported peer-assisted learning system en_US
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