Publishing Partner: Cambridge University Press CUP Extra Wiley-Blackwell Publisher Login
amazon logo
More Info


New from Oxford University Press!

ad

The Vulgar Tongue: Green's History of Slang

By Jonathon Green

A comprehensive history of slang in the English speaking world by its leading lexicographer.


New from Cambridge University Press!

ad

The Universal Structure of Categories: Towards a Formal Typology

By Martina Wiltschko

This book presents a new theory of grammatical categories - the Universal Spine Hypothesis - and reinforces generative notions of Universal Grammar while accommodating insights from linguistic typology.


New from Brill!

ad

Brill's MyBook Program

Do you have access to Dynamics of Morphological Productivity through your library? Then you can by the paperback for only €25 or $25! Find out more about Brill's MyBook program!


Academic Paper


Title: A study of a multimedia web annotation system and its effect on the EFL writing and speaking performance of junior high school students
Author: Wu-Yuin Hwang
Institution: Graduate Institute of Network Learning Technology at the National Central University
Author: Rustam Shadiev
Institution: Graduate Institute of Network Learning Technology at the National Central University
Author: Szu-Min Huang
Institution: Graduate Institute of Network Learning Technology at the National Central University
Linguistic Field: Applied Linguistics; Language Acquisition
Subject Language: English
Abstract: The aim of this study was to improve students' English as Foreign Language (EFL) writing and speaking performance with appropriate learning activity design supported by Virtual Pen (VPen), a multimedia web annotation system. Students' perceptions toward using VPen and learning activities, attitude toward using VPen, actual VPen usage and their relationships were also investigated. After the experiment the students perceived that VPen was easy to use and useful during learning activities, and generally had a positive attitude toward using VPen. Furthermore, the students believed that learning activities were "playful" and useful for improving writing and speaking performance. Further investigation revealed that the students' actual VPen usage had a significant correlation with speaking and writing performance and that students' speaking and writing performance significantly correlated with learning achievement. Based on our findings, we conclude that designed learning activities supported by the VPen system could facilitate students' writing and speaking performance and therefore improve their learning achievement.

CUP at LINGUIST

This article appears in ReCALL Vol. 23, Issue 2, which you can read on Cambridge's site or on LINGUIST .



Back
Add a new paper
Return to Academic Papers main page
Return to Directory of Linguists main page