Browsing by Author "Yang, Fang-Ying"

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A review of using eye-tracking technology in exploring learning from 2000 to 2012
(2013-12-01)
Lai, Meng-Lung
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Tsai, Meng-Jung
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Yang, Fang-Ying
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Hsu, Chung-Yuan
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Liu, Tzu-Chien
This study aims to disclose how eye-tracking technology has been applied to studies of learning, and what eye movement measures have been used for investigations by reviewing studies that have employed the eye-tracking approach. A total of 81 papers including 113 studies were selected from the Social Sciences Citation Index database from 2000 to 2012. Content analysis showed that eye movements and learning were studied under the following seven themes: patterns of information processing, effects of instructional design, reexamination of existing theories, individual differences, effects of learning strategies, patterns of decision making, and conceptual development. As for eye-tracking measurements, the most often used indices were temporal measures, followed by count and spatial measures, although the choice of measures was often motivated by the specific research question. Research development trends show that the use of the eye-tracking method has proliferated recently. This study concludes that the eye-tracking method provides a promising channel for educational researchers to connect learning outcomes to cognitive processes. (C) 2013 Elsevier Ltd. All rights reserved.
I help, therefore, I learn: service learning on Web 2.0 in an EFL speaking class
(2015-05-04)
Sun, Yu-Chih
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Yang, Fang-Ying
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英語教學研究所
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Institute of Teaching English to speakers of other Languages
The present study integrates service learning into English as a Foreign Language (EFL) speaking class using Web 2.0 tools - YouTube and Facebook - as platforms. Fourteen undergraduate students participated in the study. The purpose of the service-learning project was to link service learning with oral communication training in an EFL speaking class by having each student create two YouTube videos in which they made informative presentations about the university (e.g., transportation system) and the city (e.g., sightseeing spots) in English to international students on campus. A Facebook community was established as a forum for students to share their videos with the international students and peers. The results suggest that the project enhanced EFL students\' public speaking-related skills (e.g., idea and content development, and pronunciation), built their confidence in speaking English, and allowed them to develop their own learning process and strategies. Moreover, Web 2.0 tools endow service learning with new possibilities of reaching a greater number of the target audience and provide the members of the community with alternative means of communication.
Is what I need what I want? Reconceptualising college students' needs in English courses for general and specific/academic purposes
(2011-12-01)
Liu, Jin-Yu
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Chang, Yu-Jung
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Yang, Fang-Ying
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Sun, Yu-Chih
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英語教學研究所
The purpose of the study is to explore English as a foreign language (EFL) college students' needs in English for General Purposes (EGP) and English for Specific/Academic Purposes (ESP/EAP) courses in terms of their perceptions of three subcategories of needs-necessities, wants, and lacks-and reasons for students' course enrollment. A questionnaire was administered to 972 EFL college students from six universities in Taiwan. The results showed that students had different perceptions of necessities, wants, and lacks in the different language skills taught in EGP and ESP/EAP courses. The findings also demonstrated discrepancies between the students' perceptions of needs and the actual courses they took, thereby highlighting the importance of understanding needs as a complex, multiple, and conflicting concept. Finally, factors that determined students' enrollment in EGP courses included necessities, short-term, and long-term goals while enrollment in ESP/EAP courses depended more on job relevancy. Implications for language instructors and curriculum designers are discussed. (C) 2011 Elsevier Ltd. All rights reserved.
Uncovering published authors\' text-borrowing practices: Paraphrasing strategies, sources, and self-plagiarism
(2015-12-01)
Sun, Yu-Chih
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Yang, Fang-Ying
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英語教學研究所
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Institute of Teaching English to speakers of other Languages
The study aims to examine the paraphrasing strategies, sources, and self-plagiarism of 71 journal articles in the fields of language and education. Turnitin plagiarism detection software and human scrutiny were employed to uncover the full range of detectable text-borrowing practices in these publications. The results indicate 30 different types of paraphrasing strategies, among which copying verbatim and substitution were the most frequent. Additionally, authors in the study often integrated multiple paraphrasing strategies within single sentences. Journal articles represent the majority of the sources from which text is borrowed. Regarding authorship, overall, more than two-thirds (67.28%) of the observed textual borrowing involves the reuse (or recycling) of texts from an author\'s previous publications. The prevalence of matches with one\'s own publications calls for more explicit operational standards among disciplines in this regard and points toward factors that may contribute to unintentional self-plagiarism, such as lexical bundles or authors\' stylistic habits in writing. (C) 2015 Elsevier Ltd. All rights reserved.