자연주의적 탐구조사(Naturalistic Inquiry)

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Using Multivariate Statistics

Attachment--and loss.

The power of feedback.

Principles and Practice of Structural Equation Modeling (2nd ed.)

Considering common method variance in educational technology research

This article reports on a study that investigated how 665 Japanese language learners, who had started learning Japanese at different times in the last 3 decades, had been motivated to learn Japanese in China. Analysis of the survey data revealed that the participants displayed similar intercultural orientations when learning Japanese despite the shifting Sino-Japanese relations and the massive anti-Japanese protests in mainland China in recent years. In addition, the participants' qualitative comments in the survey revealed that most of them could be regarded as dialogic communicators who became interested in learning more about Japanese culture, people, and society after learning Japanese. These findings confirm the critical role that learning a foreign language plays in promoting better intercultural dialogue and sustaining goodwill among language learners toward the target community.

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Intercultural Orientations as Japanese Language Learners' Motivation in Mainland China

Emotion words modulate conflict processing, even at an early stage (i.e., N200). However, the previous studies implicitly mixed emotion-label words and emotion-laden words together and mostly concentrated on first language (L1) rather than on second language (L2). The current study aimed to investigate whether L2 negative emotion-label words, negative emotion-laden words, and neutral words would affect conflict processing in a flanker task by using event-related potential (ERP) measurements. Twenty Chinese-English bilinguals completed a modified flanker task to decide the color of the target words. The results revealed that only L2 negative emotion-label words elicited larger left frontal N200 in the incongruent condition than in the congruent condition. No significant difference between the two conditions was observed for L2 negative emotion-laden words or neutral words. This research demonstrated that L2 emotion words could also modulate early conflict processing, at least for L2 negative emotion-label words.

Emotion Words Modulate Early Conflict Processing in a Flanker Task: Differentiating Emotion-Label Words and Emotion-Laden Words in Second Language:

This brief was based on the project OER 03/08 TSC: Evaluation of Implementation of IT Masterplan 3 and Its Impact on Singapore Schools - Instrumentation and Baseline Study.

/pdf/evaluation-of-implementation-of-the-it-masterplan-3-and-its-92a48a5glt.pdf

Evaluation of implementation of the IT Masterplan 3 and its impact on Singapore schools: instrumentation and baseline study

Explaining the Intention to Use Technology among Volitional Users in Education: An Evaluation of the Technology Acceptance Model (TAM) Using Structural Equation Modeling

Timothy Teo

Papers

Considering common method variance in educational technology research

Intercultural Orientations as Japanese Language Learners' Motivation in Mainland China

Emotion Words Modulate Early Conflict Processing in a Flanker Task: Differentiating Emotion-Label Words and Emotion-Laden Words in Second Language:

Evaluation of implementation of the IT Masterplan 3 and its impact on Singapore schools: instrumentation and baseline study

Explaining the Intention to Use Technology among Volitional Users in Education: An Evaluation of the Technology Acceptance Model (TAM) Using Structural Equation Modeling