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A Mobile-Device-Supported Peer-Assisted Learning System for Collaborative Early EFL Reading
Yu-Ju Lan1, Yao-Ting Sung2, and Kuo-En Chang3
National Taiwan Normal University, Taipei, Taiwan
1Yu-Ju Lan, Doctoral candidate
Address: Department of Information and Computer Education, National Taiwan Normal University, 162, Sec. 1, Ho-Ping E. Rd., Taipei, Taiwan.
Telephone: 886-1
E-Mail: yujulan@
2Yao-Ting Sung, Ph. D.
Address: Department of Educational Psychology and Counseling, National Taiwan Normal University, 162, Sec. 1, Ho-Ping E. Rd., Taipei, Taiwan.
Telephone: 886-2- ext 509
E-Mail: sungtc@.tw
3Kuo-En Chang, Ph. D.
Corresponding Author
Address: Department of Information and Computer Education, National Taiwan Normal University, 162, Sec. 1, Ho-Ping E. Rd., Taipei, Taiwan.
Telephone: 886-2- ext 18
E-Mail: kchang@.twPaper Submitted to: Language Learning Technology
Category: Articles
Revised Version
6/10/2007A Mobile-Device-Supported Peer-Assisted Learning System for Collaborative Early EFL Reading
ABSTRACT
Collaborative learning methods which emphasize peer interaction, in which students work together to accomplish shared goals, have been widely applied to increase the intensity and effectiveness of EFL reading programs. However, simply grouping students heterogeneously and assigning them group goals does not guarantee that effective collaborative learning will ensue. This research included two studies. In Study One, the weaknesses of collaborative learning in a traditional EFL setting were observed. Then, in Study Two, a mobile-device-supported peer-assisted learning (MPAL) system was developed for the purpose of addressing the identified weaknesses. Two classes of twenty-six third grade students participated in the present research to examine the unique contribution of MPAL to collaborative EFL reading activities. The collaborative behavior of elementary EFL learners was videotaped and analyzed. Detailed analysis of the videotaped behavior indicated that MP
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