Lin C.-Y.,University of Illinois at Urbana - Champaign |
Chen C.-H.,National Academy for Educational Research
ReCALL | Year: 2014
This study aims to investigate barriers to the adoption of information and communication technology (ICT) for teachers of Chinese as a foreign language (CFL) in US universities. Although the development of ICT for teaching is growing, few published studies address ICT specifically regarding CFL teaching. Therefore, this study has reviewed the existing ICT literature's treatment of important ICT-related matters, including barrier factors, and has examined them in the context of CFL teaching. The current study features a mixed method, consisting of a survey and semi-structured interviews. Of the 47 CFL teachers who participated in the study, five volunteered for in-depth interviews. According to our findings, the most critical barriers to these CFL teachers' adoption of ICT were insufficient support and insufficient time for developing technology-driven pedagogy and activities. These issues are reflected in CFL teachers' unique subject expertise and workloads in existing universities' curricula and approaches to instruction. In addition, age influences CFL teachers' confidence in their use of ICT for the preparation of subject material and for teaching, whereas gender influences their willingness to spend time working on ICT. Copyright © European Association for Computer Assisted Language Learning 2014.
PubMed | National Academy for Educational Research, University of Macau, National Taiwan Normal University and Takming University of Science and Technology
Type: Journal Article | Journal: Psychological reports | Year: 2013
This study investigates the progression of family cohesion perceptions and depressive symptoms during the character development stage in adolescents. Data were used from the Taiwan Youth Project. The final sample comprised 2,690 adolescents with 1,312 girls (48.8%; M age = 13.0 yr., SD = 0.5). Latent curve growth analysis was employed to explore these developments. Seventh-grade girls reported greater family cohesion and more depressive symptoms than boys, and boys reported greater growth in family cohesion than girls. However, progression of depressive symptoms was not associated with the childs sex. Higher perceived family cohesion in Grade 7 correlated with less increase of depressive symptoms from Grades 9 to 11. The long-term positive influence of family cohesion on depressive symptoms is discussed.
Lin C.-K.,National Taichung University of Education |
Kuo B.-C.,National Taichung University of Education |
Wu H.-M.,National Academy for Educational Research
Perceptual and Motor Skills | Year: 2014
In the study of Lin, Wu, Lin, Wu, Wu, Kuo, and Yeung (2012), the relationship between the validity of postural movement and bilateral motor integration in terms of sensory integration theory was examined. Postural movement is the ability to use the antigravity postures required for stabilization of the neck, trunk and upper extremities via muscle co-contractions in the neck and upper extremities, and balance. Niklasson's (2013) comment argued that postural movement should include primitive reflexes in terms of the general abilities approach. Niklasson (2013) focused on the efficacy of the treatment rather than the theoretical frameworks implied in the therapeutic activities. For that purpose Lin, et al . (2012) used sensory integration as the theoretical foundation, and the relationship between postural movement and bilateral motor integration was assessed via empirical data. The result of Lin, et al . (2012) was offered as a theoretical reference for therapeutic activities. © Perceptual & Motor Skills 2014.
Wu H.-M.,National Academy for Educational Research |
Wu H.-M.,National Taichung University of Education |
Kuo B.-C.,National Academy for Educational Research |
Kuo B.-C.,National Taichung University of Education |
And 2 more authors.
Educational Technology and Society | Year: 2012
In recent years, many computerized test systems have been developed for diagnosing students' learning profiles. Nevertheless, it remains a challenging issue to find an adaptive testing algorithm to both shorten testing time and precisely diagnose the knowledge status of students. In order to find a suitable algorithm, four adaptive testing algorithms, based on ordering theory, item relational structure theory, Diagnosys, and domain experts, were evaluated based on the training sample size, prediction accuracy, and the use of test items by the simulation study with paper-based test data. Based on the results of simulation study, ordering theory has the best performance. An ordering-theory-based knowledge-structure-adaptive testing system was developed and evaluated. The results of this system showed that the two different interfaces, paper-based and computer-based, did not affect the examinees' performance. In addition, the effect of correct guessing was discussed, and two methods with adaptive testing algorithms were proposed to mitigate this effect. The experimental results showed that the proposed methods improve the effect of correct guessing. © International Forum of Educational Technology & Society (IFETS).
The development and discussion of computerized visual perception assessment tool for Chinese characters structures - Concurrent estimation of the overall ability and the domain ability in item response theory approach
PubMed | National Academy for Educational Research and National Taichung University of Education
Type: | Journal: Research in developmental disabilities | Year: 2014
Visual perception is the fundamental skill required for a child to recognize words, and to read and write. There was no visual perception assessment tool developed for preschool children based on Chinese characters in Taiwan. The purposes were to develop the computerized visual perception assessment tool for Chinese Characters Structures and to explore the psychometrical characteristic of assessment tool. This study adopted purposive sampling. The study evaluated 551 kindergarten-age children (293 boys, 258 girls) ranging from 46 to 81 months of age. The test instrument used in this study consisted of three subtests and 58 items, including tests of basic strokes, single-component characters, and compound characters. Based on the results of model fit analysis, the higher-order item response theory was used to estimate the performance in visual perception, basic strokes, single-component characters, and compound characters simultaneously. Analyses of variance were used to detect significant difference in age groups and gender groups. The difficulty of identifying items in a visual perception test ranged from -2 to 1. The visual perception ability of 4- to 6-year-old children ranged from -1.66 to 2.19. Gender did not have significant effects on performance. However, there were significant differences among the different age groups. The performance of 6-year-olds was better than that of 5-year-olds, which was better than that of 4-year-olds. This study obtained detailed diagnostic scores by using a higher-order item response theory model to understand the visual perception of basic strokes, single-component characters, and compound characters. Further statistical analysis showed that, for basic strokes and compound characters, girls performed better than did boys; there also were differences within each age group. For single-component characters, there was no difference in performance between boys and girls. However, again the performance of 6-year-olds was better than that of 4-year-olds, but there were no statistical differences between the performance of 5-year-olds and 6-year-olds. Results of tests with basic strokes, single-component characters and compound characters tests had good reliability and validity. Therefore, it can be apply to diagnose the problem of visual perception at preschool.
Lin M.-C.,National Academy for Educational Research |
Cheng Y.-S.,National Taiwan Normal University |
Lin S.-H.,National Taiwan Normal University |
Hsieh P.-J.,National Academy for Educational Research
Perceptual and Motor Skills | Year: 2015
The purpose of the study was to investigate the effects of researcharticle writing motivation and use of self-regulatory writing strategies in explaining second language (L2) research-article abstract writing ability, alongside the L2 literacy effect. Four measures were administered: a L2 literacy test, a research abstract performance assessment, and inventories of writing motivation and strategy. Participants were L2 graduate students in Taiwan (N = 185; M age = 25.8 yr., SD = 4.5, range = 22–53). Results of structural equation modeling showed a direct effect of motivation on research-article writing ability, but no direct effect of strategy or indirect effect of motivation via strategy on research-article writing ability, with L2 literacy controlled. The findings suggest research-article writing instruction should address writing motivation, besides L2 literacy. © Perceptual & Motor Skills 2015
Lin C.-L.,National Academy for Educational Research |
Tsai S.-J.,Soochow University of Taiwan
Doctoral Student Consortium (DSC) - Proceedings of the 23rd International Conference on Computers in Education, ICCE 2015 | Year: 2015
The present study aims to develop the "Collaborative problem solving scale", which is able to reveal the collaborative problem solving competency. The participants of this study were 76 high school students (tenth graders) who received a collaborative problem task for 70-80 minutes. After completing the collaborative problem solving task, the participants filled out the preliminary version of "Collaborative problem solving scale". Exploratory factor analysis was conducted and four major subscales yielded: "Reflect", "Propose", "Passive", and "Role". Based on the results, the scale will be subjected to further analysis such as correlation analysis and multiple regression analysis with other scales so as to further examine the criterion-related validity of this "Collaborative problem solving scale" (CPSS).
Hsieh M.,National Academy for Educational Research
International Journal of Innovative Computing, Information and Control | Year: 2012
The purpose of this study was to apply a Bayesian procedure in the context of fixed-length mastery tests. The Bayesian procedure was compared with two conventional procedures (conventional-Proportion Correct and conventional-EAP) across different simulation conditions. Two loss functions, including linear and threshold loss function were manipulated. The results show that the Bayesian procedure appeared to effectively control false negative and false positive error rates. The differences in the percentages of correct classifications and phi correlations between true and predicted status for the Bayesian procedures and conventional procedures were quite small. However, there was no consistent advantage for either the linear or threshold loss function. © 2012 ICIC International.
Hsieh M.,National Academy for Educational Research
ICIC Express Letters | Year: 2013
No Child Left Behind Act of 2001 (NCLB) was put into law on January 8, 2002. This reform requires each state to develop its own method to evaluate individual schools' improvement every year, and to set up an index, called the adequate yearly progress (AYP), as a goal for schools to meet yearly. The purpose of this study is to estimate the role of standard error in different AYP models and use the testing data to study the effect of random sampling error. The results show that AYP is impacted by school size, percent proficient, change of proportion in student proficiency in each year and correlation of the successive grades performance score. Thus, it is better to set up separate goals for school buildings of different sizes and starting point percent proficient, instead of setting the omnibus target for all schools in the state. © 2013 ICIC International.
Liew J.,Texas A&M University |
Lench H.C.,Texas A&M University |
Kao G.,Texas A&M University |
Yeh Y.-C.,National Academy for Educational Research |
Kwok O.-M.,Texas A&M University
Anxiety, Stress and Coping | Year: 2014
Background and Objectives: Standardized testing has become a common form of student evaluation with high stakes, and limited research exists on understanding the roles of students' personality traits and social-evaluative threat on their academic performance. This study examined the roles of avoidance temperament (i.e., fear and behavioral inhibition) and evaluative threat (i.e., fear of failure and being viewed as unintelligent) in standardized math test and course grades in college students. Design and Methods: Undergraduate students (N = 184) from a large public university were assessed on temperamental fear and behavioral inhibition. They were then given 15 minutes to complete a standardized math test. After the test, students provided data on evaluative threat and their math performance (scores on standardized college entrance exam and average grades in college math courses). Results: Results indicate that avoidance temperament was linked to social-evaluative threat and low standardized math test scores. Furthermore, evaluative threat mediated the influence of avoidance temperament on both types of math performance. Conclusions: Results have educational and clinical implications, particularly for students at risk for test anxiety and underperformance. Interventions targeting emotion regulation and stress management skills may help individuals reduce their math and test anxieties. © 2014 Taylor & Francis.