抄録
The purposes of this preliminary study are (1) to investigate possible factors for English as a foreign language (EFL) learners' behavior and attitudes towards computer-supported collaborative learning focusing on online discussion. Comment numbers, satisfaction and perceived group contributions on two online discussions of 58 EFL students were analyzed with multiple regression correlation, in relation with items of six inventories; (a) social skill (Kikuchi, 2007), (b) Self-efficacy for English learning with CSCL based on Matsunuma (2006), (c) English learning strategy (Kubo, 1999), (d) Social presence and cognitive presence with text-chat developed based on Gunawardena & Zittle (1997), (e) Felder-Soloman Index of Learning Style (ILS) (Felder & Silverman, 1988), and (f) researcher-developed questionnaire for a discussion task. The results show that 11 items collectively account for 76.2% of the comment number variance (F(11,46)=13.39, p<.01), 15 items and "sequencer type score of learning style significantly explain 89.2% of the learners' satisfaction (F(16, 41)=21.12, p<.01), and 2 items and "sequential" type score of learning style describe 32.8% of the learners' perceived contribution (F(3, 54)=8.80, p<.01). There are three overlapped items and one learning style type for all prediction equations. It indicates that 25 items and 11 items for sequential/global type in the learning style types may be utilized to predict EFL learners' behavior and attitudes towards online discussion.
| 元の言語 | 英語 |
|---|---|
| ホスト出版物のタイトル | Proceedings of the 20th International Conference on Computers in Education, ICCE 2012 |
| 出版者 | National Institute of Education, Nanyang Technological University |
| ページ | 653-655 |
| ページ数 | 3 |
| 出版物ステータス | 出版済み - 2012 |
| 外部発表 | Yes |
| イベント | 20th International Conference on Computers in Education, ICCE 2012 - Singapore, シンガポール 継続期間: 11 26 2012 → 11 30 2012 |
その他
| その他 | 20th International Conference on Computers in Education, ICCE 2012 |
|---|---|
| 国 | シンガポール |
| 市 | Singapore |
| 期間 | 11/26/12 → 11/30/12 |
Fingerprint
All Science Journal Classification (ASJC) codes
- Computer Science (miscellaneous)
- Education
これを引用
Preliminary study on factors affecting aptitude level for social learning focusing on EFL online discussion. / Goda, Yoshikko; Yamada, Masanori; Matsukawa, Hideya; Hata, Kojiro; Yasunami, Seisuke.
Proceedings of the 20th International Conference on Computers in Education, ICCE 2012. National Institute of Education, Nanyang Technological University, 2012. p. 653-655.研究成果: 著書/レポートタイプへの貢献 › 会議での発言
}
TY - GEN
T1 - Preliminary study on factors affecting aptitude level for social learning focusing on EFL online discussion
AU - Goda, Yoshikko
AU - Yamada, Masanori
AU - Matsukawa, Hideya
AU - Hata, Kojiro
AU - Yasunami, Seisuke
PY - 2012
Y1 - 2012
N2 - The purposes of this preliminary study are (1) to investigate possible factors for English as a foreign language (EFL) learners' behavior and attitudes towards computer-supported collaborative learning focusing on online discussion. Comment numbers, satisfaction and perceived group contributions on two online discussions of 58 EFL students were analyzed with multiple regression correlation, in relation with items of six inventories; (a) social skill (Kikuchi, 2007), (b) Self-efficacy for English learning with CSCL based on Matsunuma (2006), (c) English learning strategy (Kubo, 1999), (d) Social presence and cognitive presence with text-chat developed based on Gunawardena & Zittle (1997), (e) Felder-Soloman Index of Learning Style (ILS) (Felder & Silverman, 1988), and (f) researcher-developed questionnaire for a discussion task. The results show that 11 items collectively account for 76.2% of the comment number variance (F(11,46)=13.39, p<.01), 15 items and "sequencer type score of learning style significantly explain 89.2% of the learners' satisfaction (F(16, 41)=21.12, p<.01), and 2 items and "sequential" type score of learning style describe 32.8% of the learners' perceived contribution (F(3, 54)=8.80, p<.01). There are three overlapped items and one learning style type for all prediction equations. It indicates that 25 items and 11 items for sequential/global type in the learning style types may be utilized to predict EFL learners' behavior and attitudes towards online discussion.
AB - The purposes of this preliminary study are (1) to investigate possible factors for English as a foreign language (EFL) learners' behavior and attitudes towards computer-supported collaborative learning focusing on online discussion. Comment numbers, satisfaction and perceived group contributions on two online discussions of 58 EFL students were analyzed with multiple regression correlation, in relation with items of six inventories; (a) social skill (Kikuchi, 2007), (b) Self-efficacy for English learning with CSCL based on Matsunuma (2006), (c) English learning strategy (Kubo, 1999), (d) Social presence and cognitive presence with text-chat developed based on Gunawardena & Zittle (1997), (e) Felder-Soloman Index of Learning Style (ILS) (Felder & Silverman, 1988), and (f) researcher-developed questionnaire for a discussion task. The results show that 11 items collectively account for 76.2% of the comment number variance (F(11,46)=13.39, p<.01), 15 items and "sequencer type score of learning style significantly explain 89.2% of the learners' satisfaction (F(16, 41)=21.12, p<.01), and 2 items and "sequential" type score of learning style describe 32.8% of the learners' perceived contribution (F(3, 54)=8.80, p<.01). There are three overlapped items and one learning style type for all prediction equations. It indicates that 25 items and 11 items for sequential/global type in the learning style types may be utilized to predict EFL learners' behavior and attitudes towards online discussion.
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M3 - Conference contribution
SP - 653
EP - 655
BT - Proceedings of the 20th International Conference on Computers in Education, ICCE 2012
PB - National Institute of Education, Nanyang Technological University
ER -