This study aims to investigate technology-integrated language learning courses that benefit elementary language learners＇ desire to learn English （motivation） and how they are related to the student＇s performance....This study aims to investigate technology-integrated language learning courses that benefit elementary language learners＇ desire to learn English （motivation） and how they are related to the student＇s performance. Theories guiding this investigation included Dornyei＇s L2 Motivational Self System and Gardner＇s Socio Psychological System to describe language learners＇ desire to learn （motivation）. Thirty-five 3rd grade elementary school students, who are learning English with technology at school, were included in this study. The result indicates that the features of technology students like to use while learning have positive and significant correlation with desire to learn English （motivation）; and their previous technology learning experience and motivation have significant influence on their final grade. This final analysis could provide a guideline for EFL teachers or students who are in teacher training programs to integrate technology into their future courses.展开更多
This study aims to investigate teaching programming concepts to K-12 teachers with Scratch. A total of 10 K-12 teachers enrolled in one graduate course participated in this study. They received lectures, took practice...This study aims to investigate teaching programming concepts to K-12 teachers with Scratch. A total of 10 K-12 teachers enrolled in one graduate course participated in this study. They received lectures, took practices and exercises of Scratch programming and were then asked to design and implement their projects before the semester. It was found that teaching programming concepts to K-12 teachers with Scratch is feasible. K-12 teachers with less computer background can learned basic programming concepts and applied them in their project code implementation. Although no significant difference was found between participants＇ pre-test and post-test on programming self-efficacy, positive attitudes toward learning Scratch programming was revealed in the questionnaire survey and results of interviews. This study paves a way for referring to the teaching of programming concepts for K- 12 teachers.展开更多
文摘This study aims to investigate technology-integrated language learning courses that benefit elementary language learners＇ desire to learn English （motivation） and how they are related to the student＇s performance. Theories guiding this investigation included Dornyei＇s L2 Motivational Self System and Gardner＇s Socio Psychological System to describe language learners＇ desire to learn （motivation）. Thirty-five 3rd grade elementary school students, who are learning English with technology at school, were included in this study. The result indicates that the features of technology students like to use while learning have positive and significant correlation with desire to learn English （motivation）; and their previous technology learning experience and motivation have significant influence on their final grade. This final analysis could provide a guideline for EFL teachers or students who are in teacher training programs to integrate technology into their future courses.
文摘This study aims to investigate teaching programming concepts to K-12 teachers with Scratch. A total of 10 K-12 teachers enrolled in one graduate course participated in this study. They received lectures, took practices and exercises of Scratch programming and were then asked to design and implement their projects before the semester. It was found that teaching programming concepts to K-12 teachers with Scratch is feasible. K-12 teachers with less computer background can learned basic programming concepts and applied them in their project code implementation. Although no significant difference was found between participants＇ pre-test and post-test on programming self-efficacy, positive attitudes toward learning Scratch programming was revealed in the questionnaire survey and results of interviews. This study paves a way for referring to the teaching of programming concepts for K- 12 teachers.
