Browsing by Author "Sung, Chao-Shien"

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A Scaffolding Support System for English Essay Reading
(2010)
Lo, Jia-Jiunn
;
Yeh, Shiou-Wen
;
Sung, Chao-Shien
;
英語教學研究所
;
Institute of Teaching English to speakers of other Languages
This research provides students a three-phased English essay reading scaffolding support system by leading them through a systematic process. By integrating Reading annotator, a web-based annotation system for reading support, the system can help students know how to enhance their reading abilities. Reading annotator helps students visual interactively to analyze basic structure of essays by identifying key elements of each paragraph such as topic sentence, controlling idea, and supporting details. Based on the key elements of each paragraph, a process-oriented structure-based scaffolding support environment is developed to help students know how to read essays with various rhetorical forms step-by-step by analyzing the essay organizations. The system applies not only text structure, visual representations, summarization, and questions reading strategies but also reading to summarize and reading to analyze reading levels. Moreover, the proposed system accommodates the scaffolding strategies such as providing procedural facilitator, guided learning, using external representational scaffolds, helping the student focus thinking on only those items that were important for the task.
Learning paragraph structure with online annotations: An interactive approach to enhancing EFL reading comprehension
(2013-06-01)
Lo, Jia-Jiunn
;
Yeh, Shiou-Wen
;
Sung, Chao-Shien
;
英語教學研究所
;
Institute of Teaching English to speakers of other Languages
An important element of EFL (English as a Foreign Language) reading instruction is helping students to recognize paragraph elements and to comprehend the main idea of a paragraph. This study proposed an interactive approach and constructed an online annotation system, Paragraph Annotator, to assist EFL students in learning paragraph structure. It allows readers to analyze paragraphs of text on web pages by noting any paragraph element (topic sentence, controlling idea, or supporting details) in the paragraph. In addition, users can use annotation tools to add their personal ideas to the highlighted element. An experiment was conducted to evaluate the effect of Paragraph Annotator on reading comprehension for EFL students. The results reveal that students using Paragraph Annotator had significantly better performance in both the Cued Recall Test and the Free Recall Test. Most notably, the effects of the system were more evident when tested with the Free Recall Test, when students were not provided with any cues. Participants using the system responded positively to Paragraph Annotator, with respect to perceived ease of use, perceived usefulness, attitude to use, and intention to use. Limitations and opportunities for future research are also discussed. (c) 2013 Elsevier Ltd. All rights reserved.