The effects of a theory‐based summary writing tool on students' summary writing.
This paper focuses on the design and evaluation of a theory‐based computer‐assisted summary writing learning environment called Summary Writing‐PAL (SW‐PAL). The SW‐PAL was developed based on four aspects: summarizing strategies, learning theories, prior knowledge, and cognitive load. A quasi‐experi...
| Publicado en: | Journal of Computer Assisted Learning Vol. 35; no. 3; pp. 435 - 450 |
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| Autores principales: | , , , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=136200238&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 136200238 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2019 vid: 35 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 136200238 136200238 136200238 10.1111/jcal.12349 136200238 ppf: 435 ppct: 15 formats: tig: atl: The effects of a theory‐based summary writing tool on students' summary writing. aug: au: Chew, Chiou Sheng Idris, Norisma Loh, Er Fu Wu, Wen‐Chi Vivian Chua, Yan Piaw Bimba, Andrew Thomas affil: Department of Artificial Intelligence, Faculty of Computer Science and Information Technology, University of Malaya, Kuala Lumpur Malaysia sug: subj: Computer-Assisted Instruction Students, Undergraduate Psychosocial Factors Learning Theory Writing Education Abstracts Education Human Malaysia Male Female Learning Environment Teaching Methods Quasi-Experimental Studies Pretest-Posttest Control Group Design Student Performance Appraisal Cognition Communication Skills Concept Mapping Systems Development English as a Second Language Young Adult Readability Focus Groups Semi-Structured Interview Student Attitudes Feedback Questionnaires Student Experiences Male Female ab: This paper focuses on the design and evaluation of a theory‐based computer‐assisted summary writing learning environment called Summary Writing‐PAL (SW‐PAL). The SW‐PAL was developed based on four aspects: summarizing strategies, learning theories, prior knowledge, and cognitive load. A quasi‐experiment that involved 58 undergraduates majoring in Computer Science was conducted to examine the effectiveness of SW‐PAL in writing summaries. Two intact classes were selected with 28 and 30 students in control and experimental groups, respectively. The conventional teaching approach was employed in the control group, whereas the SW‐PAL was introduced to the experimental group. Pretest and posttest were administrated to both groups. The findings indicated that SW‐PAL improved students' summary writing performance. A significant variance was noted between intrinsic and extraneous cognitive load among students with varying levels of English proficiency in the experimental group, signifying that the SW‐PAL is more suitable for students with lower language proficiency. Lay Description: What is already known about this topic: Currently, there has been a lot of interest in CAL English language and numerous summary writing tools have been developed for language learning and teaching.Existing summary writing tools did not focus on learning theories incorporation.Worked examples approach is effective in well‐defined domain (mathematics, physics, etc.), how about if apply in ill‐defined domain (summary writing)? What this paper adds: Design and develop a CAL environment for summary writing.Incorporate learning theories in CAL environment.Apply worked example instructional approach in learning summary writing. Implications for practice and/or policy: Conventional teaching versus CAL environment in summary writing: CAL environment achieved better performance.Worked examples in ill‐defined domain (summary writing) are also effective in language learning.Worked examples is more effective for lower English language proficiency students.Cognitive load: Lower language proficiency students demonstrated lower cognitive load when using CAL environment. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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