创建英语网络化学习系统的理论模型研究 基于提高英国高校国际研究生学术阅读能力的案例研究【2025|PDF|Epub|mobi|kindle电子书版本百度云盘下载】

创建英语网络化学习系统的理论模型研究 基于提高英国高校国际研究生学术阅读能力的案例研究PDF格式电子书版下载

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Chapter 1 Introduction1

1.0 Introduction1

1.1 Motivation and rationale of the study2

1.1.1 My motivation for the study2

1.1.2 The rationale of this study5

1.2 Research context6

1.2.1 Inte rnational students' context6

1.2.2 Masters level international students' context9

1.3 Objectives of the research10

1.4 Guide to thesis10

Chapter 2 Background to the study17

2.0 Introduction17

2.1 The context for the study17

2.1.1 The existing English language support for international students18

2.2 The findings from interviews with students and their tutors22

2.2.1 What I discovered from the students23

2.2.2 What I discovered from their tutors26

2.2.3 Reflection29

2.3 The key decisions in addressing issues29

2.3.1 Reading29

2.3.2 ICT32

2.4 A compensatory intervention34

2.5 Conclusion37

Chapter 3 Methodology for courseware design39

3.0 Introduction39

3.1 Design principles40

3.2 Instructional design41

3.3 User-centred design43

3.4 Participatory design44

3.5 Instructional Design（ID）vs.User-centred Design（UCD） vs.Participatory Design（PD）46

3.6 The initial framing of my design approach48

3.7 A case study or case studies53

3.8 Reflection on research methods56

3.8.1 Interviews56

3.8.2 Observation58

3.9 Data collection59

3.9.1 Carrying out semi-structured interviews59

3.9.2 Carrying out observation61

3.10 Data analysis62

3.10.1 Interview data analysis62

3.10.2 Observation data analysis63

3.11 Validity and reliability64

3.11.1 Validity64

3.11.2 Reliability65

3.12 Ethical issues66

3.13 Conclusion67

Chapter 4 Orientation：General literature review69

4.0 Introduction69

4.1 Learning theory69

4.1.1 B rief historical perspective of learning theory70

4.1.2 Behaviourism70

4.1.3 Cognitivism72

4.1.4 Constructivism73

4.1.5 Social constructivism74

4.1.6 Community of practice75

4.2 Language acquisition77

4.2.1 What is language?77

4.2.2 First language acquisition79

4.3 How are second languages learnt?81

4.3.1 Second language acquisition and behaviourism81

4.3.2 Second language acquisition and cognitivism82

4.3.3 Second language acquisition and constructivism83

4.3.4 Second language acquisition and community of practice86

4.3.5 ESL/EFL and EAP87

4.4 Implications of these learning theories92

4.4.1 Implications for teaching and learning in the classroom92

4.4.2 Implications for teaching and learning in an ICT environment93

4.5 Conclusion97

Chapter 5 Orientation：Reading literature review99

5.0 Introduction99

5.1 Introduction to reading99

5.1.1 Definitions of reading100

5.1.2 Reading comprehension103

5.1.3 Reading models106

5.1.4 Reading skills109

5.1.5 Reading strategies115

5.1.6 Reading skills vs.reading strategies118

5.2 L2/FL reading and academic reading120

5.2.1 Schema theory and L2 reading120

5.2.2 Reading and social context122

5.2.3 Reading and background knowledge125

5.3 Teaching and learning L2/FL academic reading126

5.3.1 Teaching L2/FL academic reading127

5.3.2 Learning L2/FL academic reading130

5.3.3 Reading problems which concern researchers131

5.4 Summary：What is a good reader?135

Chapter 6 Orientation：Applied literature review（ICT and language learning）139

6.0 Introduction139

6.1 What does ICT offer?140

6.1.1 Introduction140

6.1.2 Compute r-based teaching and learning141

6.1.3 Language courseware143

6.1.4 Affordances of ICT145

6.1.5 Constraints on ICT149

6.1.6 Changes in pedagogy and the roles of teachers and students152

6.2 ICT and L2/FL academic reading156

6.2.1 Opportunities for using ICT to support L2/FL academic reading157

6.2.2 Difficulties for using ICT to support L2/FL academic reading160

6.3 Web review161

6.3.1 Web search161

6.3.2 Software packages review167

6.3.3 Summary of the web site review168

6.4 Conclusion169

Chapter 7 The first version of the courseware171

7.0 Introduction171

7.1 The design phase171

7.1.1 Reflection on orientation172

7.1.2 What I can address in the courseware materials174

7.2 The implementation phase181

7.2.1 How were the materials produced?181

7.2.2 What do the courseware materials look like?184

7.2.3 Challenges in producing materials189

7.3 The evaluation phase192

7.3.1 First round trials192

7.3.2 Trial one interview findings195

7.3.3 Trial one observation findings215

7.3.4 Trial one computer generated scores219

7.3.5 Summary of all the findings222

Chapter 8 The second version of the courseware225

8.0 Introduction225

8.1 The design phase225

8.1.1 Reflection on first version of the courseware225

8.1.2 Key decisions of the second version courseware materials design226

8.2 The implementation phase230

8.2.1 Production of the materials230

8.2.2 What do the courseware materials look like?233

8.2.3 Challenges in producing materials235

8.3 The evaluation phase237

8.3.1 Second round trials237

8.3.2 Trial two interview findings238

8.3.3 Trial two observation findings274

8.3.4 Trial two computer generated scores findings278

8.3.5 Summary of all the findings281

Chapter 9 Discussion285

9.0 Introduction285

9.1 Overview of thesis to this point285

9.2 What are the main approaches to courseware design and what are the strengths and weaknesses of each?287

9.2.1 Main approaches to courseware design287

9.2.2 My mixed approach to courseware design289

9.3 How is language learning to be understood and what are the challenges in developing reading and academic reading skills in particular?298

9.3.1 How is language learning to be understood?298

9.3.2 What are the challenges in developing reading and L2/FL academic reading skills in particular?308

9.4 How can ICT,and especially courseware,support language learning and academic reading in particular?319

9.4.1 Implications of ICT affordances in my study319

9.4.2 Constraints on using ICT in my study321

9.4.3 ICT and changes in pedagogy and the roles of teachers and students323

9.5 How do learners respond to courseware designed to support academic reading and how can these responses be taken into account when designing future courseware?325

9.5.1 Feedback on the courseware325

9.6 A holistic view of analysing the courseware332

9.6.1 Phenomena333

9.6.2 Consequences334

9.6.3 Contextual conditions336

9.6.4 Causal conditions337

9.6.5 Intervening variables338

9.6.6 Modelling these factors339

9.7 Conclusion341

Chapter 10 Conclusion343

10.0 Introduction343

10.1 Summary of the research343

10.1.1 The development of this thesis344

10.1.2 Research objectives345

10.1.3 Research findings347

10.2 Reflection of the methodology utilised in this thesis350

10.3 Contributions and limitations of the thesis352

10.3.1 Contributions of the thesis352

10.3.2 Limitations of the thesis354

10.4 Implications355

10.4.1 For courseware designers356

10.4.2 For institutions357

10.4.3 For international students357

10.5 Suggestions for further research358

10.6 Reflections on my pathway towards being a non-na？ve researcher358

10.7 Conclusion360

Bibliography361

Appendices401

Appendix 1 Research timetable401

Appendix 2 Preliminary study interview schedule（for students）403

Appendix 3 Preliminary study interview schedule（for tutors）404

Appendix 4 Trial one interview schedule406

Appendix 5 A sample of the observer's notes408

Appendix 6A Data labels409

Appendix 6B An example of managing interview data412

Appendix 7 Trial two interview schedule417