TY - GEN
T1 - The effect of different online procedural prompts on student-generated questions task performance for english grammar instruction
AU - Yu, Fu Yun
AU - Lin, Chih Chung
N1 - Funding Information:
This study was supported by the Ministry of Science and Technology, Taiwan. Project number: MOST 108-2511-H-006-007-MY3.
Publisher Copyright:
Copyright © 2020 Asia-Pacific Society for Computers in Education.
PY - 2020/11/23
Y1 - 2020/11/23
N2 - Research on the effectiveness of Student-Generated Questions (SGQ) has been researched and studied over the past years, and there is a great deal of literature on how to enhance the process and performance of SGQ via procedural prompts for learners. However, research on the learning effects of different procedural prompts for students in SGQ is scarce. Using a group of 55 English language learners, this paper will argue that students in SGQ will benefit differently from procedural prompts with their different degrees of structures. Based on the results of paired t-test, students in SGQ were found to perform better on the online SGQ task with the 'main idea' procedural prompt than with the 'what-if-not' procedural prompt in the fluency index. Yet, no significant differences were observed between the two provided procedural prompts in the flexibility index.
AB - Research on the effectiveness of Student-Generated Questions (SGQ) has been researched and studied over the past years, and there is a great deal of literature on how to enhance the process and performance of SGQ via procedural prompts for learners. However, research on the learning effects of different procedural prompts for students in SGQ is scarce. Using a group of 55 English language learners, this paper will argue that students in SGQ will benefit differently from procedural prompts with their different degrees of structures. Based on the results of paired t-test, students in SGQ were found to perform better on the online SGQ task with the 'main idea' procedural prompt than with the 'what-if-not' procedural prompt in the fluency index. Yet, no significant differences were observed between the two provided procedural prompts in the flexibility index.
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M3 - Conference contribution
AN - SCOPUS:85099591421
T3 - ICCE 2020 - 28th International Conference on Computers in Education, Proceedings
SP - 84
EP - 92
BT - ICCE 2020 - 28th International Conference on Computers in Education, Proceedings
A2 - So, Hyo-Jeong
A2 - Rodrigo, Ma. Mercedes
A2 - Mason, Jon
A2 - Mitrovic, Antonija
A2 - Banawan, Michelle P.
A2 - Khambari, Mas Nida BT MD
A2 - Dewan, Ali
A2 - Gottipati, Swapna
A2 - Hasnine, Mohammed Nehal
A2 - Jayakrishnan, Madathil Warriem
A2 - Jiang, Bo
A2 - Jong, Morris
A2 - Kojima, Kazuaki
A2 - Agapito, Jenilyn L.
A2 - Li, Ping
A2 - Matsui, Tatsunori
A2 - Ogata, Hiroaki
A2 - Panjaburee, Patcharin
A2 - Shadiev, Rustam
A2 - Sung, Han-Yu
A2 - Supnithi, Thepchai
A2 - Tlili, Ahmed
A2 - Wongwatkit, Charoenchai
A2 - Yin, Chengjiu
PB - Asia-Pacific Society for Computers in Education
T2 - 28th International Conference on Computers in Education, ICCE 2020
Y2 - 23 November 2020 through 27 November 2020
ER -