An Investigation of the Use of English Grammar E-assessment:A Cognitive Style Perspective
To help learners gain the knowledge of English grammar,we developed an English Grammar E-assessment System(EGES)and investigated how cognitive styles(i.e.,Holists vs.Serialists)affected learners” reactions to the EGES,including learning behavior and learning perception.Regarding the learning behavior,the results indicated that Holists could apply what they had learnt immediately while Serialists needed to restart the current status and did the task from the beginning.It might be because Holists could adjust themselves to suit to the surroundings while Serialist needed to following a specific pattern.Moreover,both Holists and Serialists had similar perception.They thought the location hint was the most useful hint.In summary,the findings could provide the suggestion for developing a personalized EGES that could accommodate the needs and preferences of Holists and Serialists.
cognitive style scaffolding lag sequential analysis e-assessment academic English
Yu-Fen TSENG Sherry Y.CHEN
Graduate Institute of Network Learning Technology,National Central University
国内会议
广州
英文
1503-1511
2018-05-26（万方平台首次上网日期，不代表论文的发表时间）