Search results for author:"Yuping Wang"
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CALICO Journal Vol. 21, No. 2 (January 2004) pp. 373–395
This article provides a report on NetMeeting as an appropriate fourth-generation tool for interactive language learning in distance mode. It follows on earlier research by Wang and Sun (2000, 2001) on the most urgent problem facing distance language ...
CALICO Journal Vol. 24, No. 3 (May 2007) pp. 591–630
This article addresses a pervasive need in the area of videoconference-supported distance language learning: task design. On the basis of Chapelle's (2001) criteria for CALL task appropriateness, this article proposes a set of criteria for...
Language Learning & Technology Vol. 8, No. 3 (September 2004) pp. 90–121
This study involves three dimensions: distance language education (DLE) as the context, videoconferencing as the technology, and the provision of synchronous oral and visual interaction in DLE as the core research problem. This article follows on...
ReCALL Vol. 18, No. 1 (May 2006) pp. 122–145
The aim of this research is to reveal the dynamics of focus on form in task completion via videoconferencing. This examination draws on current second language learning theories regarding effective language acquisition, research in Computer Mediated ...
International Journal of Computer-Assisted Language Learning and Teaching Vol. 3, No. 2 (April 2013) pp. 41–55
Using the discourse model for negotiation of meaning developed by Varonis and Gass (1985), this study investigates the quality of the negotiation of meaning by eTandem partners in a videoconferencing-supported multimodal environment, and the...
CALICO Journal Vol. 18, No. 3 (2001) pp. 539–61
Through examination of the development of distance education for foreign languages, puts forth a theory on the emergence of a fourth generation of distance language education, challenging the generally accepted three-generation theory. Argues that...
International Journal of Computer-Assisted Language Learning and Teaching Vol. 1, No. 3 (July 2011) pp. 54–69
This paper addresses postgraduate students’ perspectives toward online interaction between on-campus and distance students through online collaboration tools such as online discussion boards and Wikis. Data were collected from eight interview...
Investigating the Building of a WeChat-Based Community of Practice for Language Teachers' Professional Development
Innovation in Language Learning and Teaching Vol. 12, No. 1 (2018) pp. 72–88
This study explores the process of Community of Practice (CoP) building for language teachers' professional development through the support of a WeChat group. WeChat is an instant messenger app that provides a multimodal platform for one-on-one and...
Innovate: Journal of Online Education Vol. 3, No. 3 (February 2007)
Noting that distance learning environments often pose serious obstacles to second language instruction, Yuping Wang and Nian-Shing Chen propose that synchronous learning management systems (SLMS) can address the urgent need for real-time...
Educational Technology & Society Vol. 11, No. 3 (2008) pp. 97–113
This article discusses the application of the established principles of instructed language learning in a cyber fact-to-face environment supported by an advanced Synchronous Learning Management System (SLMS). Following a critical review of the use...
Language Learning & Technology Vol. 22, No. 2 (2018) pp. 50–74
In the last five years or so, research has extensively explored the benefits and problems of flipped classrooms in helping improve the student learning experience. However, little attention has been given to the kinds of support that students would...
The Collaborative Language Learning Attributes of Cyber Face-to-Face Interaction: The Perspectives of the Learner
Interactive Learning Environments Vol. 20, No. 4 (2012) pp. 311–330
This article examines the degrees of collaborative language learning that were supported in cyber face-to-face interaction. The concept of "cyber face-to-face" is used here to encapsulate the kind of environment in which a combination of real-time...
Journal of Educational Technology & Society Vol. 18, No. 2 pp. 380–393
This research has two aims: (1) to bridge a gap in blended learning research--the lack of a systems approach to the understanding of blended learning research and practice, and (2) to promote a more comprehensive understanding of what has been...
Teacher Training in a Synchronous Cyber Face-to-Face Classroom: Characterizing and Supporting the Online Teachers' Learning Process
Computer Assisted Language Learning Vol. 23, No. 4 (October 2010) pp. 277–293
This article discusses the learning process undertaken by language teachers in a cyber face-to-face teacher training program. Eight tertiary Chinese language teachers attended a 12-week training program conducted in an online synchronous learning...
The design and implementation of a holistic training model for language teacher education in a cyber face-to-face learning environment
Computers & Education Vol. 55, No. 2 (September 2010) pp. 777–788
This study reports a qualitative investigation that examines the design and implementation of a holistic teacher training model in a cyber face-to-face language learning context. To this end, this study first proposes an e-training model called the...
Exploring the affordances of WeChat for facilitating teaching, social and cognitive presence in semi-synchronous language exchange
Australasian Journal of Educational Technology Vol. 32, No. 4 (Nov 07, 2016)
This research is an exploratory study that evaluates the affordances of WeChat for the development of a community of inquiry (CoI) in semi-synchronous language exchange supported by WeChat.WeChat is an instant messenger that facilitates a multimodal ...
Computers & Education Vol. 79, No. 1 (October 2014) pp. 16–27
The flipped learning model, which “flips” traditional in-class lectures with collaborative activities, has gained many followers and converts in K-12 education. However, a review of previous studies shows that the flipped model is still...