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Papers by Chih-Cheng Lin
To appear in …, 2006
This paper describes the development of an innovative web-based environment for English language ... more This paper describes the development of an innovative web-based environment for English language learning with advanced data-driven and statistical approaches. The project uses various corpora, including a Chinese-English parallel corpus (Sinorama) and various natural language processing (NLP) tools to construct effective English learning tasks for college learners with adaptive computational scaffolding. It integrates the expertise of a group of researchers in four areas: (a) advances in NLP technologies and applications, (b) construction of a self-access reading environment, (c) exploration of English language learning through written exercises and translations, and (d) use of bilingual corpora for culture-based English learning. In this paper, the conceptualization of the system and its various reference tools (e.g., a bilingual concordancer) for English learning and pilot testing on various modules (e.g., a reading module, Text Grader, and Collocation Practice) are reported.
Computers & Education, 2009
This study investigated EFL learners’ online reading strategies and the effects of strategy use o... more This study investigated EFL learners’ online reading strategies and the effects of strategy use on comprehension. To fulfill the purposes of this study, a Web-based reading program, English Reading Online, was created. Thirty applied English majors, divided into a high group and a low group based on their proficiency levels, were asked to read four authentic online texts; two were appropriate to the students’ level of proficiency, and two were more difficult. Results from data analysis showed that the use of support strategies dominated the strategy use and contributed to most of the comprehension gains, but an exclusive dependence on support strategies did not successfully predict the increase in scores on main ideas and details when the students were reading more challenging texts. On the whole, the use of global strategies significantly contributed to better comprehension, especially for low proficiency students.
Three effective ways of teacher professional development: self-awareness, reflective teaching, an... more Three effective ways of teacher professional development: self-awareness, reflective teaching, and action research (suggested by are illustrated by five English teachers who have used web-based technology in their own classes to enhance English teaching in Taiwan. The teachers have used the materials from a National Science & Technology Program for E-learning project on English teaching CANDLE (Corpus And NLP for Digital Learning of English). The ability to teach English with technology is different from the ability to use technology, because such a process should be based on s o u n d p e d a g o g y o r s o me t i me s a t e a c h e r ' s personal theory about English teaching. Oftentimes, issues of teacher preparation or professional development as related to CALL use (Computer Assisted Language L e a r n i n g ) i n v o l v e s h o w s u c h u s e i n t e r a c t s wi t h t e a c h e r s ' c u r r e n t p e d a g o g i c a l approaches, regardless of whether the technology is advanced or not. English teachers of the CANDLE team, having some experien c e t e a c h i n g wi t h t h e p r o j e c t ' s instructional units or environment, examine reflectively and critically the pedagogical processes in their individual contexts. Specifically, five cases of infusing the CANDLE Project into their college-level English teaching: Reading (two cases), Writing (one case), and C u l t u r e ( t w o c a s e s ) a r e p r e s e n t e d . T s u i ' s Kn o wl e d g e t y p e s ( 2 0 0 3 ) o r t e a c h e r s ' ma x i ms ( R i c h a r d s ,
This paper describes the development of an innovative web-based environment for English language ... more This paper describes the development of an innovative web-based environment for English language learning with advanced data-driven and statistical approaches. The project uses various corpora, including a Chinese-English parallel corpus (Sinorama) and various natural language processing (NLP) tools to construct effective English learning tasks for college learners with adaptive computational scaffolding. It integrates the expertise of a group of researchers in four areas: (a) advances in NLP technologies and applications, (b) construction of a self-access reading environment, (c) exploration of English language learning through written exercises and translations, and (d) use of bilingual corpora for culture-based English learning. In this paper, the conceptualization of the system and its various reference tools (e.g., a bilingual concordancer) for English learning and pilot testing on various modules (e.g., a reading module, Text Grader, and Collocation Practice) are reported.
The success of technology integration lies in teachers as designers of technology, pedagogy, and ... more The success of technology integration lies in teachers as designers of technology, pedagogy, and content. Their creativity in this regard involves technological pedagogical content knowledge (TPCK). In light of limited studies on EFL teachers’ TPCK, this study examined the TPCK of three junior high EFL teachers attending a 12-week CALL workshop in Taiwan through lesson plan analysis and stimulated recall. Results show that these teachers demonstrated a common, though somewhat different, understanding of technology integration in EFL teaching contexts. Specifically, they demonstrated a common knowledge of prioritizing grammar teaching through computer technology and a common preference for incorporating PowerPoint, Hot Potatoes, weblog, and the Internet into language teaching. Their use of technology in teaching further suggests a common understanding that technologies could be integrated into traditional teaching sequence and instructional strategies. These findings help build an understanding of EFL teachers’ application of computer technologies to their teaching contexts.
The integration of computer technology into teaching practice has been advocated in EFL classroom... more The integration of computer technology into teaching practice has been advocated in EFL classrooms in Taiwan; however, many EFL teachers have not fully embraced the computer as a teaching aid. This problem suggests that they might have failed to perceive the relevance of the computer to their teaching. Thus, they should be provided with opportunities to develop their awareness of the possibilities of Information Communication Technology (ICT) in foreign language education. To seek a way to address this problem, reflective practice was employed in the present study to develop the participating teachers’ reflective thinking about CALL. Four in-service English teachers were involved in a 12-week reflection-based CALL workshop, in which they were encouraged to reflect on CALL practices via a discussion forum. All of their responses were evaluated for the level of their reflectivity. It was found that the four teachers’ reflectivity dynamically varied between the medium level and the high level. To an extent, they demonstrated a potential for critical reflection. The tendency towards higher-order learning might be attributed to the increased interaction among the teachers, the peers, and the professor—communal learning facilitated by the discussion forum. This study suggests that technology-mediated reflective practice perhaps can increase EFL teachers’ awareness of ways to apply CALL to EFL classes, possibly changing their prior beliefs about CALL.
Journal Articles by Chih-Cheng Lin
The Journal of Asia TEFL , 2018
Despite the potential benefits of mobile-assisted language learning (MALL), researchers have lame... more Despite the potential benefits of mobile-assisted language learning (MALL), researchers have lamented for the failure to proposing a pedagogical design that is suited to the ‘anytime, anywhere’ affordances of mobile devices and that taps into the function(s) of mobile devices (Burston, 2015; Godwin-Jones, 2011; Stockwell & Hubbard, 2013). Task-based language teaching (TBLT), as a pedagogical framework for
meaningful, real-world interaction and learning, may be an ideal solution to the problem (Burston, 2017). However, research that devotes to task-and-mobile technology integration is scarce. This study investigated the use of a mobile-assisted task as a type of technology-mediated TBLT to foster second language (L2) English learning in a university English as a foreign language (EFL) class from learners’ perspectives. This task-based project was designed to explore potential benefits and challenges of integrating tasks into technology-mediated language learning, with a specific focus on MALL.
To appear in …, 2006
This paper describes the development of an innovative web-based environment for English language ... more This paper describes the development of an innovative web-based environment for English language learning with advanced data-driven and statistical approaches. The project uses various corpora, including a Chinese-English parallel corpus (Sinorama) and various natural language processing (NLP) tools to construct effective English learning tasks for college learners with adaptive computational scaffolding. It integrates the expertise of a group of researchers in four areas: (a) advances in NLP technologies and applications, (b) construction of a self-access reading environment, (c) exploration of English language learning through written exercises and translations, and (d) use of bilingual corpora for culture-based English learning. In this paper, the conceptualization of the system and its various reference tools (e.g., a bilingual concordancer) for English learning and pilot testing on various modules (e.g., a reading module, Text Grader, and Collocation Practice) are reported.
Computers & Education, 2009
This study investigated EFL learners’ online reading strategies and the effects of strategy use o... more This study investigated EFL learners’ online reading strategies and the effects of strategy use on comprehension. To fulfill the purposes of this study, a Web-based reading program, English Reading Online, was created. Thirty applied English majors, divided into a high group and a low group based on their proficiency levels, were asked to read four authentic online texts; two were appropriate to the students’ level of proficiency, and two were more difficult. Results from data analysis showed that the use of support strategies dominated the strategy use and contributed to most of the comprehension gains, but an exclusive dependence on support strategies did not successfully predict the increase in scores on main ideas and details when the students were reading more challenging texts. On the whole, the use of global strategies significantly contributed to better comprehension, especially for low proficiency students.
Three effective ways of teacher professional development: self-awareness, reflective teaching, an... more Three effective ways of teacher professional development: self-awareness, reflective teaching, and action research (suggested by are illustrated by five English teachers who have used web-based technology in their own classes to enhance English teaching in Taiwan. The teachers have used the materials from a National Science & Technology Program for E-learning project on English teaching CANDLE (Corpus And NLP for Digital Learning of English). The ability to teach English with technology is different from the ability to use technology, because such a process should be based on s o u n d p e d a g o g y o r s o me t i me s a t e a c h e r ' s personal theory about English teaching. Oftentimes, issues of teacher preparation or professional development as related to CALL use (Computer Assisted Language L e a r n i n g ) i n v o l v e s h o w s u c h u s e i n t e r a c t s wi t h t e a c h e r s ' c u r r e n t p e d a g o g i c a l approaches, regardless of whether the technology is advanced or not. English teachers of the CANDLE team, having some experien c e t e a c h i n g wi t h t h e p r o j e c t ' s instructional units or environment, examine reflectively and critically the pedagogical processes in their individual contexts. Specifically, five cases of infusing the CANDLE Project into their college-level English teaching: Reading (two cases), Writing (one case), and C u l t u r e ( t w o c a s e s ) a r e p r e s e n t e d . T s u i ' s Kn o wl e d g e t y p e s ( 2 0 0 3 ) o r t e a c h e r s ' ma x i ms ( R i c h a r d s ,
This paper describes the development of an innovative web-based environment for English language ... more This paper describes the development of an innovative web-based environment for English language learning with advanced data-driven and statistical approaches. The project uses various corpora, including a Chinese-English parallel corpus (Sinorama) and various natural language processing (NLP) tools to construct effective English learning tasks for college learners with adaptive computational scaffolding. It integrates the expertise of a group of researchers in four areas: (a) advances in NLP technologies and applications, (b) construction of a self-access reading environment, (c) exploration of English language learning through written exercises and translations, and (d) use of bilingual corpora for culture-based English learning. In this paper, the conceptualization of the system and its various reference tools (e.g., a bilingual concordancer) for English learning and pilot testing on various modules (e.g., a reading module, Text Grader, and Collocation Practice) are reported.
The success of technology integration lies in teachers as designers of technology, pedagogy, and ... more The success of technology integration lies in teachers as designers of technology, pedagogy, and content. Their creativity in this regard involves technological pedagogical content knowledge (TPCK). In light of limited studies on EFL teachers’ TPCK, this study examined the TPCK of three junior high EFL teachers attending a 12-week CALL workshop in Taiwan through lesson plan analysis and stimulated recall. Results show that these teachers demonstrated a common, though somewhat different, understanding of technology integration in EFL teaching contexts. Specifically, they demonstrated a common knowledge of prioritizing grammar teaching through computer technology and a common preference for incorporating PowerPoint, Hot Potatoes, weblog, and the Internet into language teaching. Their use of technology in teaching further suggests a common understanding that technologies could be integrated into traditional teaching sequence and instructional strategies. These findings help build an understanding of EFL teachers’ application of computer technologies to their teaching contexts.
The integration of computer technology into teaching practice has been advocated in EFL classroom... more The integration of computer technology into teaching practice has been advocated in EFL classrooms in Taiwan; however, many EFL teachers have not fully embraced the computer as a teaching aid. This problem suggests that they might have failed to perceive the relevance of the computer to their teaching. Thus, they should be provided with opportunities to develop their awareness of the possibilities of Information Communication Technology (ICT) in foreign language education. To seek a way to address this problem, reflective practice was employed in the present study to develop the participating teachers’ reflective thinking about CALL. Four in-service English teachers were involved in a 12-week reflection-based CALL workshop, in which they were encouraged to reflect on CALL practices via a discussion forum. All of their responses were evaluated for the level of their reflectivity. It was found that the four teachers’ reflectivity dynamically varied between the medium level and the high level. To an extent, they demonstrated a potential for critical reflection. The tendency towards higher-order learning might be attributed to the increased interaction among the teachers, the peers, and the professor—communal learning facilitated by the discussion forum. This study suggests that technology-mediated reflective practice perhaps can increase EFL teachers’ awareness of ways to apply CALL to EFL classes, possibly changing their prior beliefs about CALL.
The Journal of Asia TEFL , 2018
Despite the potential benefits of mobile-assisted language learning (MALL), researchers have lame... more Despite the potential benefits of mobile-assisted language learning (MALL), researchers have lamented for the failure to proposing a pedagogical design that is suited to the ‘anytime, anywhere’ affordances of mobile devices and that taps into the function(s) of mobile devices (Burston, 2015; Godwin-Jones, 2011; Stockwell & Hubbard, 2013). Task-based language teaching (TBLT), as a pedagogical framework for
meaningful, real-world interaction and learning, may be an ideal solution to the problem (Burston, 2017). However, research that devotes to task-and-mobile technology integration is scarce. This study investigated the use of a mobile-assisted task as a type of technology-mediated TBLT to foster second language (L2) English learning in a university English as a foreign language (EFL) class from learners’ perspectives. This task-based project was designed to explore potential benefits and challenges of integrating tasks into technology-mediated language learning, with a specific focus on MALL.