Search results for author:"Cheun-Yeong Lee"
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Cheun Yeong Lee
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A case study of using synchronous computer-mediated communication system for spoken English teaching and learning based on sociocultural theory and communicative language teaching approach curriculum
Cheun-Yeong Lee
A case study of using synchronous computer@-mediated@communication system for spoken English teaching and learning based on sociocultural theory and communicative@language@teaching approach curriculum (2009) pp. 1–329
The purpose of this qualitative study is to investigate how instructors and learners understand their experiences of using an SCMC system for spoken English teaching and learning. Vygotsky’s sociocultural theory and communicative language teaching...
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A Case Study of Evaluating Integration of Web 2.0 Technology with English Curriculum in Higher Education
Cheun-Yeong Lee; Li-Wei Peng
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4104–4109
The study aimed to investigate how pre-service and in-service English teachers understand their experiences of integrating the emerging technology, YouTube, with English curriculum in the higher education. This research further explored participants’...
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A Case Study of Teachers’ Perceptions of Using a Synchronous Computer-Mediated Communication System for Spoken English Teaching
Cheun Yeong Lee; Li-Wei Peng
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 3313–3320
The case study aims to use the real-time online communicative system to teach foreign learners spoken English based on sociocultural theory and communicative language teaching approach curriculum. A real-time online spoken English instruction was...
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A Case Study of Podcasting as Self-Regulation in a Hybrid Language Learning Context
Li-Wei Peng; Cheun-Yeong Lee
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3121–3127
The case study aims to use podcasting as self-regulation approach in a hybrid language learning environment. 18 students at a language institute in northern Taiwan taking American Language Course (ALC) were required to accomplish the learning...
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Synchronous Online Model for Assistance in Remote Elementary Schools English Teachers and Students English Learning in Taiwan—4C Global Model (SMART 4C Global Model)
Cheun-Yeong Lee; Li-Wei Peng
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 2595–2601
English courses have been teaching at elementary schools in Taiwan for years. However, the lack of professional development affects effectiveness of teaching and students’ learning. The four-year project aims to provide a 4C global model to extend...
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Maximizing Online Engagement and Learning through Nearpod and Skype
Li-Wei Peng; Cheun-Yeong Lee
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) p. 915
In the presentation, the researchers aim to demonstrate the online engagement and learning strategies and techniques with the combination of Nearpod and Skype on iPads. The researchers also plan to discuss the issues and solutions learned from the...
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Using Synchronous Computer-Mediated Communication to Teach Foreign Students Spoken English: An Exploratory Study
Cheun Yeong Lee; Sandra Turner; Wayne Huang; Greg Kessler
Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 397–404
Computer-mediated communication (CMC) has received considerable attention over past twenty years to enhance foreign language teaching and learning. However, few research studies have addressed the use of text, audio, and video-based SCMC to enhance...
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Second Life’s Influence on a K-12 First Year Teacher’s Self-Efficacy and Curriculum Development
Ashley Doty; Li-Wei Peng; Cheun-Yeong Lee
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 1123–1128
K-12 first year teachers encounter a range of obstacles from classroom management, curriculum, and being confident in decisions. First year teachers desire more support from fellow colleagues, mentors, principals, and other resources (Kupferman,...