Exploring How Collaborative Dialogues Facilitate Synchronous Collaborative Writing

Hui-Chin Yeh

Language Learning & Technology Vol. 18, No. 1

Collaborative writing (CW) research has gained prevalence in recent years. However, the ways in which students interact socially to produce written texts through synchronous collaborative writing (SCW) is rarely studied. This study aims to...

Facilitating Metacognitive Processes of Academic Genre-Based Writing Using an Online Writing System

Hui-Chin Yeh

Computer Assisted Language Learning Vol. 28, No. 6 (2015) pp. 479–498

Few studies have investigated how metacognitive processes foster the application of genre knowledge to students' academic writing. This is largely due to its internal and unobservable characteristics. To bridge this gap, an online writing system...

Exploring the Perceived Benefits of the Process of Multimodal Video Making in Developing Multiliteracies

Hui-Chin Yeh

Language Learning & Technology Vol. 22, No. 2 (2018) pp. 28–37

The digital technology era has profoundly evolved and changed the ways that people consume and produce information. As language itself is recognized as a multimodal resource for communicative purposes, different forms of multimodality have been...

Integrating Reciprocal Teaching in an Online Environment with an Annotation Feature to Enhance Low-Achieving Students' English Reading Comprehension

Sheng-Shiang Tseng; Hui-Chin Yeh

Interactive Learning Environments Vol. 26, No. 6 (2018) pp. 789–802

Reciprocal teaching (RT) has been used to improve English as Foreign Language (EFL) students' reading comprehension in face-to-face instruction. However, little was known about how they use the RT to comprehend English texts in an online environment....

Prospective Teachers' Insights towards Scaffolding Students' Writing Processes through Teacher-Student Role Reversal in an Online System

Hui-Chin Yeh; Yu-Fen Yang

Educational Technology Research and Development Vol. 59, No. 3 (June 2011) pp. 351–368

Teachers are encouraged to plan their teaching based on students' needs from the student-centered perspectives. Of the many teacher training programs, teacher-student role reversal is regarded as one of the most effective avenues to help teachers...

Metacognitive Process in Online Text Construction

Hui-Chin Yeh; Yu-Fen Yang

Educational Technology & Society Vol. 14, No. 3 (2011) pp. 82–101

Many studies have reported the results of how students constructed texts, yet the cognitive process of how texts were constructed by sentences and how the constructive process was formulated and reformulated have rarely been addressed. This study...

Forming a change environment to encourage professional development through a teacher study group

Hsiu-Ting Hung; Hui-Chin Yeh

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 36, No. 1 (November 2013) pp. 153–165

This study is grounded in the context of English-as-a-Foreign-Language (EFL) teacher education in Taiwan and aims to promote the potential of teacher study groups. The Interconnected Model of Teacher Professional Growth provides a framework to...

Language: English

Investigating readers’ mental maps of references in an online system

Yu-Fen Yang; Wing-Kwong Wong; Hui-Chin Yeh

Computers & Education Vol. 53, No. 3 (November 2009) pp. 799–808

Referential identification and resolution are considered the keys to help readers grasp the main idea of a text and solve lexical ambiguities. The goal of this study is to design a computer system for helping college students who learn English as a...

A Computer System of Referential Resolution to Assess Students' Reading Comprehension

Yu-Fen Yang; Wing-Kwong Wong; Hui-Chin Yeh

Educational Technology & Society Vol. 11, No. 4 (2008) pp. 173–189

The major purpose of this study is to assist college students in constructing mental representation of referential resolution in a computer system. Ninety students were asked to draw mental maps indicating the relationships between references, take...

Promoting Different Reading Comprehension Levels through Online Annotations

Sheng-Shiang Tseng; Hui-Chin Yeh; Shih-hsien Yang

Computer Assisted Language Learning Vol. 28, No. 1 (2015) pp. 41–57

Previous studies have evaluated reading comprehension as the general understanding of reading texts. However, this broad and generic assessment of reading comprehension overlooks the specific aspects and processes that students need to develop. This ...

Implementing online question generation to foster reading comprehension

Hui-Chin Yeh; Pei-Yi Lai; Pei-Yi Lai

Australasian Journal of Educational Technology Vol. 28, No. 7 (Jan 01, 2012)

Many studies have concluded that question generation has a positive effect on students' reading comprehension. However, few studies have delineated how students generate questions from a text and what processes are involved in question generation....

Language: English

The Use of Online Annotations in Reading Instruction and Its Impact on Students' Reading Progress and Processes

Hui-Chin Yeh; Hsiu-Ting Hung; Yu-Hsin Chiang

ReCALL Vol. 29, No. 1 (2017) pp. 22–38

Studies suggest that the incorporation of online annotations in reading instruction can improve students' reading comprehension. However, little research has addressed how students use online annotations in their reading processes and how such use...