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.)

Because of the strong demand for English language teachers (ELTs) at different educational levels in Asian countries, many kindergartens are hiring ELTs to teach English courses as part of regular early childhood curricula. Collaboration between classroom early childhood teachers (ECTs) and ELTs significantly affects children’s English learning. Via observations and interviews, this study examined seven Taiwanese ECTs’ perspectives on and experiences of collaborative teaching with ELTs and analyzed the factors influencing this collaboration. The results showed that most participants collaborated minimally with ELTs and usually followed a “one teach, one assist” approach. Organizational, interpersonal, and personal factors affected collaboration. Specifically, this study’s findings suggest that traditional Chinese values, with their emphasis on harmony, may prevent ECTs from offering advice, co-planning curricula, or sharing their expertise with ELTs. Although most ECTs performed secondary roles and viewed English lessons as a break from their duties, they acknowledged their own contribution to children’s education. Finally, an individual case revealed that raising teachers’ pedagogical awareness led to greater engagement in English instruction. The implications of this study and future research directions are discussed.

Examining Early Childhood Teachers’ Perspectives of Collaborative Teaching with English Language Teachers

Assessing the Use of MIMIC Modeling to Identify Factors That Impact In-Service Teachers' Intention to Use Technology

While previous research has investigated teacher oral feedback practices and their influences on student learning, little research has examined how students interpret and engage with teacher feedback, which is critical to the feedback effectiveness and the success of learning and performance. According to Ellis, student engagement is clearly defined as the ways that students respond to the feedback, which can be cognitive, behavioral, and affective. Drawing upon students’ oral presentations together with teacher oral feedback, semi-structured interviews, stimulated recalls, reflective accounts, and PowerPoint (PPT) slides for the oral presentations, this case study investigates three undergraduates’ cognitive, behavioral, and affective engagement with teachers’ oral feedback provided on in-class oral presentations in an English as a foreign language context. The findings indicated that cognitively, the students occasionally ignored teacher feedback, but they were able to notice and understand most of the teacher feedback by using cognitive operations. Behaviorally, the students attempted to respond to teacher feedback by repairing linguistic errors, revising and editing their PPT slides, or improving their presentation delivery. Affectively, students displayed mostly positive attitudes toward teacher feedback and a wide range of discrete emotions were induced by the feedback, which were subject to students’ self-regulation. Further insights can be drawn from the findings into understanding how teachers of English as a foreign language (EFL) can help students harvest benefits when engaging with teacher oral feedback.

Student engagement with teacher oral feedback in EFL university classrooms

Esta investigacion se relaciona con los estudios sobre aceptacion tecnologica sobre el uso de los dispositivos moviles que el Grupo GRIAL de la Universidad de Salamanca esta realizando en el contexto del proyecto de investigacion DEFINES [21, 22] en esta ocasion en colaboracion de la Facultad de Educacion de la Universidad de Macao.

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Versión en español de una herramienta para el análisis de la influencia de los factores socioculturales en la aceptación de TIC de los docentes universitarios

Given the lack of cultural consideration of studies on digital natives, this study reports on a large-scale validation of the Digital Native Assessment Scale (DNAS) among university students from three regions of Greater China: Chinese mainland, Macau, and Taiwan, to examine measurement invariance and latent mean differences in the four constructs of the DNAS, grew up with technology, comfortable with multitasking, reliant on graphics for communication, and thrive on instant gratifications and rewards. The results from 5198 participants revealed the DNAS has a stable factorial structure and is valid in measuring students’ digital nativity. The DNAS achieved a strong/scalar measurement invariance among students from the three regions in each of the four factors. Latent mean difference tests suggested that Macau students had significantly higher levels on all four constructs than those from the mainland, with small to medium effects; and the latent means of Taiwanese students were significantly higher than those of mainland students in three constructs (i.e. Tech, Multi, and Graphics), with small to large effects. Discussions of the findings were provided by taking into account the historical, economic, and cultural backgrounds of the three regions. 

Measurement invariance and latent mean differences of the digital native assessment scale across Chinese mainland, Macau, and Taiwan: an exploratory structural equation modeling approach

Timothy Teo

Papers

Examining Early Childhood Teachers’ Perspectives of Collaborative Teaching with English Language Teachers

Assessing the Use of MIMIC Modeling to Identify Factors That Impact In-Service Teachers' Intention to Use Technology

Student engagement with teacher oral feedback in EFL university classrooms

Versión en español de una herramienta para el análisis de la influencia de los factores socioculturales en la aceptación de TIC de los docentes universitarios

Measurement invariance and latent mean differences of the digital native assessment scale across Chinese mainland, Macau, and Taiwan: an exploratory structural equation modeling approach