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Using strategies to comprehend information on online reading texts play a crucial role in students’ academic success. Metacognitive reading strategies are effective factors that enhance EFL learners reading comprehension. This study aimed at exploring the use of online metacognitive reading strategies by postgraduate Libyan EFL students. Quantitative data was collected using the Survey of Online Reading Strategies (OSORS). The findings revealed that the participants were moderate users of metacognitive online reading strategies. Problem solving strategies were the most frequently reported used strategies, while support reading strategies were the least. The five most and least frequently reported strategies were identified. Based on the findings, some future research recommendations were presented.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Metacognitive%20strategies" title="Metacognitive strategies">Metacognitive strategies</a>, <a href="https://publications.waset.org/search?q=Online%20reading" title=" Online reading"> Online reading</a>, <a href="https://publications.waset.org/search?q=Online%20reading%20strategies" title=" Online reading strategies"> Online reading strategies</a>, <a href="https://publications.waset.org/search?q=Postgraduate%20students." title=" Postgraduate students."> Postgraduate students.</a> </p> <a href="https://publications.waset.org/9998887/online-metacognitive-reading-strategies-use-by-postgraduate-libyan-efl-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9998887/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9998887/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9998887/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9998887/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9998887/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9998887/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9998887/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9998887/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9998887/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9998887/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9998887.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">3118</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1760</span> The Comparative Analysis of Micro-reading and Traditional Reading Based On Schema Theory</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Haiyan%20Wang">Haiyan Wang </a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Micro-reading is a new way of reading depended on short messages of mobile phones, network articles and short literary forms, which impacts greatly on traditional way of reading. The effect of "micro-reading" is deeper especially for those growing middle school students and college students. Aiming at the problem with the development of college students' micro-reading and based on the influence of schema theory on the research of cognition of reading, this paper is to analyze the comparison between micro-reading and traditional reading and explore reading strategies in micro-era based on the negative and positive effect which schema theory has on micro-reading.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Schema%20theory" title="Schema theory">Schema theory</a>, <a href="https://publications.waset.org/search?q=comparative%20analysis" title=" comparative analysis"> comparative analysis</a>, <a href="https://publications.waset.org/search?q=micro-reading" title=" micro-reading"> micro-reading</a>, <a href="https://publications.waset.org/search?q=traditional%20reading" title=" traditional reading"> traditional reading</a> </p> <a href="https://publications.waset.org/9998731/the-comparative-analysis-of-micro-reading-and-traditional-reading-based-on-schema-theory" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9998731/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9998731/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9998731/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9998731/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9998731/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9998731/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9998731/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9998731/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9998731/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9998731/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9998731.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">3727</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1759</span> The Effect of Repeated Reading on Student Fluency: Does Practice Always Make Perfect?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Angela%20R.%20Roundy">Angela R. Roundy</a>, <a href="https://publications.waset.org/search?q=Philip%20T.%20Roundy"> Philip T. Roundy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Fluency is a skill that, unfortunately, many students lack. This deficiency causes students to be frustrated with, and overwhelmed by, the act of reading. However, research suggests that the repeated reading method may help students to improve their fluency. This study examines the effects of repeated readings on student fluency. The study-s overarching question is: What effect do increases in repeated reading have on reading fluency among middle school students from diverse backgrounds? More specifically, the authors examine whether repeated reading improves the fluency, reading speed, reading-oriented self-esteem, and confidence of students of diverse academic abilities, socio-economics statuses, and racial and ethnic backgrounds. To examine these questions the authors conducted a study using repeated reading strategies with a sample of students from an urban, middle school in the southeastern United States. We found that, on average, the use of repeated reading strategies increased students- fluency, words per minute (wpm) reading score, reading-oriented self-esteem, and confidence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Comprehension" title="Comprehension">Comprehension</a>, <a href="https://publications.waset.org/search?q=Diverse%20Learners" title=" Diverse Learners"> Diverse Learners</a>, <a href="https://publications.waset.org/search?q=Reading%20Fluency" title=" Reading Fluency"> Reading Fluency</a>, <a href="https://publications.waset.org/search?q=Repeated%20Reading." title=" Repeated Reading."> Repeated Reading.</a> </p> <a href="https://publications.waset.org/15850/the-effect-of-repeated-reading-on-student-fluency-does-practice-always-make-perfect" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/15850/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/15850/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/15850/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/15850/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/15850/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/15850/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/15850/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/15850/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/15850/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/15850/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/15850.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">5946</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1758</span> Using Metacognitive Strategies in Reading Comprehension by EFL Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Simin%20Sadeghi-Saeb">Simin Sadeghi-Saeb</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Metacognitive strategies consistently play important roles in reading comprehension. The metacognitive strategies involve the active monitoring and consequent regulation and orchestration of the cognitive processes in relation to the cognitive objects or data on which they bear. In this paper, the effect of instruction in using metacognitive strategies on reading academic materials, type of metacognitive strategies were mostly used by college university students before and after the instruction and the level they use those strategies before and after the instruction were studied. For these aims, 50 female college students were chosen. Then, they were divided randomly into two groups, experimental and control groups. At first session, students in both groups took the standard TOFEL exam. After the pre-test had been administered, the instruction began. After treatment, a post-test was taken. It is useful to state that after pre-test and post-test the same questionnaire was handed to the students of experimental group. The results of this research show that the instruction of metacognitive strategies has positive effect on the students' scores in reading comprehension tests. Furthermore, it showed that before and after the instruction, the students' usage of metacognitive strategies changed. Also, it demonstrated that the instruction affected the students' level of metacognitive strategies' usage.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=EFL%20students" title="EFL students">EFL students</a>, <a href="https://publications.waset.org/search?q=English%20reading%20comprehension" title=" English reading comprehension"> English reading comprehension</a>, <a href="https://publications.waset.org/search?q=instruction" title=" instruction"> instruction</a>, <a href="https://publications.waset.org/search?q=metacognitive%20strategies." title=" metacognitive strategies."> metacognitive strategies.</a> </p> <a href="https://publications.waset.org/10004206/using-metacognitive-strategies-in-reading-comprehension-by-efl-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004206/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004206/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004206/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004206/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004206/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004206/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004206/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004206/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004206/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004206/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004206.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1602</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1757</span> Awareness of Reading Strategies among EFL Learners at Bangkok University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Nuttanuch%20Munsakorn">Nuttanuch Munsakorn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This questionnaire-based study, aimed to measure and compare the awareness of English reading strategies among EFL learners at Bangkok University (BU) classified by their gender, field of study, and English learning experience. Proportional stratified random sampling was employed to formulate a sample of 380 BU students. The data were statistically analyzed in terms of the mean and standard deviation. t-Test analysis was used to find differences in awareness of reading strategies between two groups (-male and female- /-science and social-science students). In addition, one-way analysis of variance (ANOVA) was used to compare reading strategy awareness among BU students with different lengths of English learning experience. The results of this study indicated that the overall awareness of reading strategies of EFL learners at BU was at a high level (ðÑ = 3.60) and that there was no statistically significant difference between males and females, and among students who have different lengths of English learning experience at the significance level of 0.05. However, significant differences among students coming from different fields of study were found at the same level of significance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=EFL%20learners" title="EFL learners">EFL learners</a>, <a href="https://publications.waset.org/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/search?q=reading%0Acomprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/search?q=reading%20strategies" title=" reading strategies"> reading strategies</a> </p> <a href="https://publications.waset.org/7021/awareness-of-reading-strategies-among-efl-learners-at-bangkok-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/7021/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/7021/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/7021/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/7021/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/7021/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/7021/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/7021/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/7021/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/7021/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/7021/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/7021.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">3953</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1756</span> The Efficacy of Neurological Impress Method and Repeated Reading on Reading Fluency of Children with Learning Disabilities in Oyo State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=A.%20O.%20Oladele">A. O. Oladele</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to find out the effectiveness of neurological impress method and repeated reading technique on reading fluency of children with learning disabilities. Thirty primary four pupils in three public primary schools participated in the study. There were two experimental groups and a control. This research employed a 3 by 2 factorial matrix and the participants were taught for one session. Two hypotheses were formulated to guide the research. T-test was used to analyse the data gathered, and data analysis revealed that pupils exposed to the two treatment strategies had improvement in their reading fluency. It was recommended that the two strategies used in the study can be used to intervene in reading fluency problems in children with learning disabilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Learning%20disabilities" title="Learning disabilities">Learning disabilities</a>, <a href="https://publications.waset.org/search?q=neurological%20impress%20method" title=" neurological impress method"> neurological impress method</a>, <a href="https://publications.waset.org/search?q=repeated%20reading" title=" repeated reading"> repeated reading</a>, <a href="https://publications.waset.org/search?q=reading%20fluency." title=" reading fluency."> reading fluency.</a> </p> <a href="https://publications.waset.org/13616/the-efficacy-of-neurological-impress-method-and-repeated-reading-on-reading-fluency-of-children-with-learning-disabilities-in-oyo-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/13616/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/13616/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/13616/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/13616/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/13616/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/13616/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/13616/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/13616/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/13616/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/13616/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/13616.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">3820</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1755</span> Reading Strategy Awareness of English Major Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Hsin-Yi%20Lien">Hsin-Yi Lien</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The study explored the role of metacognition in foreign language anxiety on a sample of 411 Taiwanese students of English as a Foreign Language. The reading strategy inventory was employed to evaluate the tertiary learners’ level of metacognitive awareness and a semi-structured background questionnaire was also used to examine the learners’ perceptions of their English proficiency and satisfaction of their current English learning. In addition, gender and academic level differences in employment of reading strategies were investigated. The results showed the frequency of reading strategy use increase slightly along with academic years and males and females actually employ different reading strategies. The EFL tertiary learners in the present study utilized cognitive strategies more frequently than metacognitive strategies or support strategies. Male students use metacognitive strategy more often while female students use cognitive and support strategy more frequently.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Cognitive%20strategy" title="Cognitive strategy">Cognitive strategy</a>, <a href="https://publications.waset.org/search?q=gender%20differences" title=" gender differences"> gender differences</a>, <a href="https://publications.waset.org/search?q=metacognitive%20strategy" title=" metacognitive strategy"> metacognitive strategy</a>, <a href="https://publications.waset.org/search?q=support%20strategy." title=" support strategy."> support strategy.</a> </p> <a href="https://publications.waset.org/9999055/reading-strategy-awareness-of-english-major-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9999055/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9999055/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9999055/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9999055/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9999055/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9999055/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9999055/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9999055/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9999055/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9999055/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9999055.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">3439</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1754</span> The Operation Strategy and Public Relations Trend for Public Relations Strategies Development in Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Kanyapat%20U.%20Tapao">Kanyapat U. Tapao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purpose of this study is to analyze the operation strategy strategies and public relations trend for public relations strategies development in public television station in Thailand. This study is a qualitative approach by indent interview from the 6 key informants that are managers of Voice TV and Thairath TV Channel. The results showed that both TV stations have to do research before making a release on the operation strategy policy such as a slogan, segmentation, integrated marketing communication and PR activity and also in term of Public Relations trend are including online media, online content and online training before opening the station and start promoting. By the way, we found the PR strategy for both TV station should be including application on mobile, online content, CRM activity, online banner, special event, and brand ambassador in order to bring a very reliable way.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Operation%20strategy" title="Operation strategy">Operation strategy</a>, <a href="https://publications.waset.org/search?q=public%20relations%20trend" title=" public relations trend"> public relations trend</a>, <a href="https://publications.waset.org/search?q=public%20relations%20strategies%20development" title=" public relations strategies development"> public relations strategies development</a>, <a href="https://publications.waset.org/search?q=online%20banner." title=" online banner. "> online banner. </a> </p> <a href="https://publications.waset.org/10006872/the-operation-strategy-and-public-relations-trend-for-public-relations-strategies-development-in-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10006872/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10006872/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10006872/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10006872/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10006872/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10006872/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10006872/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10006872/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10006872/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10006872/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10006872.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">781</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1753</span> On the Constructivist Teaching of Extensive Reading for English Majors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Haiyan%20Wang">Haiyan Wang </a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Constructivism, the latest teaching and learning theory in western countries which is based on the premise that cognition (learning) is the result of "mental construction", lays emphasis on the learner's active learning. Guided by constructivism, this thesis discusses the teaching plan and its application in extensive reading course. In extensive reading classroom, emphasis should be laid on the activation of students' prior knowledge, grasping the skills of fast reading and the combination of reading and writing to check extracurricular reading. With three factors supplementing each other, students' English reading ability can be improved effectively.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Constructivism" title="Constructivism">Constructivism</a>, <a href="https://publications.waset.org/search?q=extensive%20reading" title=" extensive reading"> extensive reading</a>, <a href="https://publications.waset.org/search?q=constructivist%20teaching." title=" constructivist teaching."> constructivist teaching.</a> </p> <a href="https://publications.waset.org/9997857/on-the-constructivist-teaching-of-extensive-reading-for-english-majors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9997857/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9997857/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9997857/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9997857/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9997857/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9997857/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9997857/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9997857/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9997857/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9997857/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9997857.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">3627</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1752</span> Reading Literacy and Methods of Improving Reading</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Iva%20Ko%C5%A1ek%20Barto%C5%A1ov%C3%A1">Iva Košek Bartošová</a>, <a href="https://publications.waset.org/search?q=Andrea%20Joke%C5%A1ov%C3%A1"> Andrea Jokešová</a>, <a href="https://publications.waset.org/search?q=Eva%20Kozlov%C3%A1"> Eva Kozlová</a>, <a href="https://publications.waset.org/search?q=Helena%20Mat%C4%9Bjov%C3%A1"> Helena Matějová</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The paper presents results of a research team from Faculty of Education, University of Hradec Králové in the Czech Republic. It introduces with the most reading methods used in the 1<sup>st</sup> classes of a primary school and presents results of a pilot research focused on mastering reading techniques and the quality of reading comprehension of pupils in the first half of a school year during training in teaching reading by an analytic-synthetic method and by a genetic method. These methods of practicing reading skills are the most used ones in the Czech Republic. During the school year 2015/16 there has been a measurement made of two groups of pupils of the 1<sup>st</sup> year and monitoring of quantitative and qualitative parameters of reading pupils’ outputs by several methods. Both of these methods are based on different theoretical basis and each of them has a specific educational and methodical procedure. This contribution represents results during a piloting project and draws pilot conclusions which will be verified in the subsequent broader research at the end of the school year of the first class of primary school.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Analytic-synthetic%20method%20of%20reading" title="Analytic-synthetic method of reading">Analytic-synthetic method of reading</a>, <a href="https://publications.waset.org/search?q=genetic%20method%20of%20reading" title=" genetic method of reading"> genetic method of reading</a>, <a href="https://publications.waset.org/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/search?q=reading%20literacy" title=" reading literacy"> reading literacy</a>, <a href="https://publications.waset.org/search?q=reading%20methods" title=" reading methods"> reading methods</a>, <a href="https://publications.waset.org/search?q=reading%20speed." title=" reading speed."> reading speed.</a> </p> <a href="https://publications.waset.org/10005205/reading-literacy-and-methods-of-improving-reading" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005205/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005205/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005205/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005205/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005205/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005205/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005205/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005205/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10005205/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10005205/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10005205.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1048</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1751</span> Musical Notation Reading versus Alphabet Reading - Comparison and Implications for Teaching Music Reading to Students with Dyslexia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ora%20Geiger">Ora Geiger</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses the question whether a person diagnosed with dyslexia will necessarily have difficulty in reading musical notes. The author specifies the characteristics of alphabet reading in comparison to musical notation reading, and concludes that there should be no contra-indication for teaching standard music reading to children with dyslexia if an appropriate process is offered. This conclusion is based on a long term case study and relies on two main characteristics of music reading: (1) musical notation system is a systematic, logical, relative set of symbols written on a staff; and (2) music reading learning connected with playing a musical instrument is a multi-sensory activity that combines sight, hearing, touch, and movement. The paper describes music reading teaching procedures, using soprano recorders, and provides unique teaching methods that have been found to be effective for students who were diagnosed with dyslexia. It provides theoretical explanations in addition to guidelines for music education practices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Alphabet%20reading" title="Alphabet reading">Alphabet reading</a>, <a href="https://publications.waset.org/search?q=music%20reading" title=" music reading"> music reading</a>, <a href="https://publications.waset.org/search?q=multisensory%0D%0Ateaching%20method" title=" multisensory teaching method"> multisensory teaching method</a>, <a href="https://publications.waset.org/search?q=dyslexia" title=" dyslexia"> dyslexia</a>, <a href="https://publications.waset.org/search?q=recorder%20playing." title=" recorder playing."> recorder playing.</a> </p> <a href="https://publications.waset.org/10002467/musical-notation-reading-versus-alphabet-reading-comparison-and-implications-for-teaching-music-reading-to-students-with-dyslexia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10002467/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10002467/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10002467/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10002467/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10002467/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10002467/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10002467/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10002467/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10002467/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10002467/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10002467.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2146</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1750</span> Security Analysis on the Online Office and Proposal of the Evaluation Criteria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Hyunsang%20Park">Hyunsang Park</a>, <a href="https://publications.waset.org/search?q=Kwangwoo%20Lee"> Kwangwoo Lee</a>, <a href="https://publications.waset.org/search?q=Yunho%20Lee"> Yunho Lee</a>, <a href="https://publications.waset.org/search?q=Seungjoo%20Kim"> Seungjoo Kim</a>, <a href="https://publications.waset.org/search?q=Dongho%20Won"> Dongho Won</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The online office is one of web application. We can easily use the online office through a web browser with internet connected PC. The online office has the advantage of using environment regardless of location or time. When users want to use the online office, they access the online office server and use their content. However, recently developed and launched online office has the weakness of insufficient consideration. In this paper, we analyze the security vulnerabilities of the online office. In addition, we propose the evaluation criteria to make secure online office using Common Criteria. This evaluation criteria can be used to establish trust between the online office server and the user. The online office market will be more active than before. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Online%20Office" title="Online Office">Online Office</a>, <a href="https://publications.waset.org/search?q=Vulnerabilities" title=" Vulnerabilities"> Vulnerabilities</a>, <a href="https://publications.waset.org/search?q=CommonCriteria%28CC%29" title=" CommonCriteria(CC)"> CommonCriteria(CC)</a> </p> <a href="https://publications.waset.org/7231/security-analysis-on-the-online-office-and-proposal-of-the-evaluation-criteria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/7231/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/7231/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/7231/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/7231/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/7231/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/7231/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/7231/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/7231/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/7231/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/7231/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/7231.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1431</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1749</span> Using Technology to Enhance the Student Assessment Experience</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=D.%20J.%20Smith">D. J. Smith</a>, <a href="https://publications.waset.org/search?q=M.%20A.%20Qayyum"> M. A. Qayyum</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The use of information tools is a common activity for students of any educational stage when they encounter online learning activities. Finding the relevant information for particular learning tasks is the topic of this paper as it investigates the use of information tools for a group of student participants. The paper describes and discusses the results with particular implications for use in higher education, and the findings suggest that improvement in assessment design and subsequent student learning may be achieved by structuring the purposefulness of information tools usage and online reading behaviors of university students.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Information%20tools" title="Information tools">Information tools</a>, <a href="https://publications.waset.org/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/search?q=online%20learning." title=" online learning."> online learning.</a> </p> <a href="https://publications.waset.org/10000611/using-technology-to-enhance-the-student-assessment-experience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10000611/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10000611/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10000611/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10000611/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10000611/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10000611/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10000611/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10000611/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10000611/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10000611/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10000611.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1733</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1748</span> Academic Staff Perceptions of the Value of the Elements of an Online Learning Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Stuart%20Palmer">Stuart Palmer</a>, <a href="https://publications.waset.org/search?q=Dale%20Holt"> Dale Holt</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Based on 276 responses from academic staff in an evaluation of an online learning environment (OLE), this paper identifies those elements of the OLE that were most used and valued by staff, those elements of the OLE that staff most wanted to see improved, and those factors that most contributed to staff perceptions that the use of the OLE enhanced their teaching. The most used and valued elements were core functions, including accessing unit information, accessing lecture/tutorial/lab notes, and reading online discussions. The elements identified as most needing attention related to online assessment: submitting assignments, managing assessment items, and receiving feedback on assignments. Staff felt that using the OLE enhanced their teaching when they were satisfied that their students were able to access and use their learning materials, and when they were satisfied with the professional development they received and were confident with their ability to teach with the OLE. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Academic%20staff" title="Academic staff">Academic staff</a>, <a href="https://publications.waset.org/search?q=Distance%20education" title=" Distance education"> Distance education</a>, <a href="https://publications.waset.org/search?q=Evaluation" title=" Evaluation"> Evaluation</a>, <a href="https://publications.waset.org/search?q=Online%20learning%20environment." title="Online learning environment.">Online learning environment.</a> </p> <a href="https://publications.waset.org/11635/academic-staff-perceptions-of-the-value-of-the-elements-of-an-online-learning-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/11635/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/11635/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/11635/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/11635/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/11635/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/11635/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/11635/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/11635/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/11635/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/11635/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/11635.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1649</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1747</span> Enhancing Pedagogical Practices in Online Arabic Language Instruction: Challenges, Opportunities, and Strategies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Salah%20Algabli">Salah Algabli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>As online learning takes center stage, Arabic language instructors face the imperative to adapt their practices for the digital realm. This study investigates the experiences of online Arabic instructors to unveil the pedagogical opportunities and challenges this format presents. Utilizing a transcendental phenomenological approach with 15 diverse participants, the research shines a light on the unique realities of online language teaching at the university level, specifically in the United States. The study proposes theoretical and practical solutions to maximize the benefits of online language learning while mitigating its challenges. Recommendations cater to instructors, researchers, and program coordinators, paving the way for enhancing the quality of online Arabic language education. The findings highlight the need for pedagogical approaches tailored to the online environment, ultimately shaping a future where both instructors and learners thrive in this digital landscape.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Online%20Arabic%20language%20learning" title="Online Arabic language learning">Online Arabic language learning</a>, <a href="https://publications.waset.org/search?q=pedagogical%20opportunities%20and%20challenges" title=" pedagogical opportunities and challenges"> pedagogical opportunities and challenges</a>, <a href="https://publications.waset.org/search?q=online%20Arabic%20teachers" title=" online Arabic teachers"> online Arabic teachers</a>, <a href="https://publications.waset.org/search?q=online%20language%20instruction" title=" online language instruction"> online language instruction</a>, <a href="https://publications.waset.org/search?q=digital%20pedagogy." title=" digital pedagogy."> digital pedagogy.</a> </p> <a href="https://publications.waset.org/10013878/enhancing-pedagogical-practices-in-online-arabic-language-instruction-challenges-opportunities-and-strategies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013878/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013878/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013878/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013878/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013878/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013878/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013878/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013878/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013878/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013878/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013878.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">82</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1746</span> Learning Bridge: A Reading Comprehension Platform with Rich Media</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Yu-Chin%20Kuo">Yu-Chin Kuo</a>, <a href="https://publications.waset.org/search?q=Szu-Wei%20Yang"> Szu-Wei Yang</a>, <a href="https://publications.waset.org/search?q=Hsin-Hung%20Kuo"> Hsin-Hung Kuo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A Reading Comprehend (RC) Platform has been constructed and developed to facilitate children-s English reading comprehension. Like a learning bridge, the RC Platform focuses on the integration of rich media and picture-book texts. The study is to examine the effects of the project within the RC Platform for children. Two classes of fourth graders were selected from a public elementary school in an urban area of central Taiwan. The findings taken from the survey showed that the students demonstrated high interest in the RC Platform. The students benefited greatly and enjoyed reading via the technology-enhanced project within the RC Platform. This Platform is a good reading bridge to enrich students- learning experiences and enhance their performance in English reading comprehension. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=English%20Teaching" title="English Teaching">English Teaching</a>, <a href="https://publications.waset.org/search?q=Multimedia-based%20Learning" title=" Multimedia-based Learning"> Multimedia-based Learning</a>, <a href="https://publications.waset.org/search?q=Learning%20Platform" title="Learning Platform">Learning Platform</a>, <a href="https://publications.waset.org/search?q=Reading%20Comprehension" title=" Reading Comprehension"> Reading Comprehension</a>, <a href="https://publications.waset.org/search?q=Technology%20EnhancedLearning." title=" Technology EnhancedLearning."> Technology EnhancedLearning.</a> </p> <a href="https://publications.waset.org/15174/learning-bridge-a-reading-comprehension-platform-with-rich-media" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/15174/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/15174/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/15174/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/15174/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/15174/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/15174/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/15174/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/15174/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/15174/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/15174/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/15174.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1679</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1745</span> Chinese Preferences of Hotel Websites: the Differences among Different Regions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Shanshan%20Qi">Shanshan Qi</a>, <a href="https://publications.waset.org/search?q=Rob%20Law"> Rob Law</a>, <a href="https://publications.waset.org/search?q=Dimitrios%20Buhalis"> Dimitrios Buhalis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The fast technology and economic growth in China has attracted global attention in its tourism development. This study makes an effort on investigating China-s online tourism market and the Chinese online travelers- perceptions of hotel websites. The findings are expected to better understand Chinese customers- online preference and identified the differences among online travelers from different regions in the country. Empirical findings showed online reservation information is the most important factor to Chinese customers, and tourists from different regions of China have perception difference on user-friendly factor. The findings benefit hoteliers from understanding their websites development and formulating more appropriate online strategies to meet the requirements of Chinese travelers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Chinese%20online%20travelers" title="Chinese online travelers">Chinese online travelers</a>, <a href="https://publications.waset.org/search?q=Hotel%20websites" title=" Hotel websites"> Hotel websites</a>, <a href="https://publications.waset.org/search?q=Regions%20of%20China" title=" Regions of China"> Regions of China</a>, <a href="https://publications.waset.org/search?q=Website%20usefulness" title=" Website usefulness"> Website usefulness</a> </p> <a href="https://publications.waset.org/5530/chinese-preferences-of-hotel-websites-the-differences-among-different-regions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/5530/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/5530/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/5530/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/5530/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/5530/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/5530/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/5530/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/5530/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/5530/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/5530/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/5530.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1402</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1744</span> Inductive Grammar, Student-Centered Reading, and Interactive Poetry: The Effects of Teaching English with Fun in Schools of Two Villages in Lebanon</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Talar%20Agopian">Talar Agopian</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Teaching English as a Second Language (ESL) is a common practice in many Lebanese schools. However, ESL teaching is done in traditional ways. Methods such as constructivism are seldom used, especially in villages. Here lies the significance of this research which joins constructivism and Piaget’s theory of cognitive development in ESL classes in Lebanese villages. The purpose of the present study is to explore the effects of applying constructivist student-centered strategies in teaching grammar, reading comprehension, and poetry on students in elementary ESL classes in two villages in Lebanon, Zefta in South Lebanon and Boqaata in Mount Lebanon. 20 English teachers participated in a training titled “Teaching English with Fun”, which focused on strategies that create a student-centered class where active learning takes place and there is increased learner engagement and autonomy. The training covered three main areas in teaching English: grammar, reading comprehension, and poetry. After participating in the training, the teachers applied the new strategies and methods in their ESL classes. The methodology comprised two phases: in phase one, practice-based research was conducted as the teachers attended the training and applied the constructivist strategies in their respective ESL classes. Phase two included the reflections of the teachers on the effects of the application of constructivist strategies. The results revealed the educational benefits of constructivist student-centered strategies; the students of teachers who applied these strategies showed improved engagement, positive attitudes towards poetry, increased motivation, and a better sense of autonomy. Future research is required in applying constructivist methods in the areas of writing, spelling, and vocabulary in ESL classrooms of Lebanese villages.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Active%20learning" title="Active learning">Active learning</a>, <a href="https://publications.waset.org/search?q=constructivism" title=" constructivism"> constructivism</a>, <a href="https://publications.waset.org/search?q=learner%20engagement" title=" learner engagement"> learner engagement</a>, <a href="https://publications.waset.org/search?q=student-centered%20strategies." title=" student-centered strategies."> student-centered strategies.</a> </p> <a href="https://publications.waset.org/10010170/inductive-grammar-student-centered-reading-and-interactive-poetry-the-effects-of-teaching-english-with-fun-in-schools-of-two-villages-in-lebanon" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10010170/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10010170/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10010170/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10010170/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10010170/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10010170/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10010170/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10010170/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10010170/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10010170/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10010170.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">792</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1743</span> Integrated Models of Reading Comprehension: Understanding to Impact Teaching: The Teacher’s Central Role</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sally%20A.%20Brown">Sally A. Brown</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Over the last 30 years, researchers have developed models or frameworks to provide a more structured understanding of the reading comprehension process. Cognitive information processing models and social cognitive theories both provide frameworks to inform reading comprehension instruction. The purpose of this paper is to (a) provide an overview of the historical development of reading comprehension theory, (b) review the literature framed by cognitive information processing, social cognitive, and integrated reading comprehension theories, and (c) demonstrate how these frameworks inform instruction. As integrated models of reading can guide the interpretation of various factors related to student learning, an integrated framework designed by the researcher will be presented. Results indicated that features of cognitive processing and social cognitivism theory—represented in the integrated framework—highlight the importance of the role of the teacher. This model can aide teachers in not only improving reading comprehension instruction but in identifying areas of challenge for students.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Explicit%20instruction" title="Explicit instruction">Explicit instruction</a>, <a href="https://publications.waset.org/search?q=integrated%20models%20of%20reading%20comprehension" title=" integrated models of reading comprehension"> integrated models of reading comprehension</a>, <a href="https://publications.waset.org/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/search?q=teacher%E2%80%99s%20role." title=" teacher’s role."> teacher’s role.</a> </p> <a href="https://publications.waset.org/10013471/integrated-models-of-reading-comprehension-understanding-to-impact-teaching-the-teachers-central-role" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013471/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013471/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013471/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013471/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013471/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013471/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013471/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013471/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013471/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013471/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013471.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">220</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1742</span> Impact of Four Reading and Library Factors on the Grade Average of Ugandan Secondary School Students: A Quantitative Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Valeda%20Dent">Valeda Dent</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores reading and library factors related to secondary school student academic outcomes in rural areas in Uganda. This mixed methods study utilized quantitative data collected as part of a more extensive project to explore six student factors in relation to students’ school, library, and home environments. The Kitengesa Community Library in Uganda (www.kitengesalibrary.org) served as the site for this study. The factors explored for this study include reading frequency, library use frequency, library access, overall grade average (OGA), and presence and type of reading materials in the home. Results indicated that both reading frequency and certain types of reading materials read for recreational purposes are correlated with higher OGA. Reading frequency was positively correlated with student OGA for all students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Rural%20village%20libraries" title="Rural village libraries">Rural village libraries</a>, <a href="https://publications.waset.org/search?q=secondary%20school%20students" title=" secondary school students"> secondary school students</a>, <a href="https://publications.waset.org/search?q=reading" title=" reading"> reading</a>, <a href="https://publications.waset.org/search?q=academic%20achievement." title=" academic achievement."> academic achievement.</a> </p> <a href="https://publications.waset.org/10005410/impact-of-four-reading-and-library-factors-on-the-grade-average-of-ugandan-secondary-school-students-a-quantitative-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005410/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005410/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005410/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005410/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005410/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005410/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005410/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005410/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10005410/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10005410/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10005410.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1346</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1741</span> Digital Hypertexts vs. Traditional Books: An Inquiry into Non-Linearity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Federica%20Fornaciari">Federica Fornaciari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current study begins with an awareness that today-s media environment is characterized by technological development and a new way of reading caused by the introduction of the Internet. The researcher conducted a meta analysis framed within Technological Determinism to investigate the process of hypertext reading, its differences from linear reading and the effects such differences can have on people-s ways of mentally structuring their world. The relationship between literacy and the comprehension achieved by reading hypertexts is also investigated. The results show hypertexts are not always user friendly. People experience hyperlinks as interruptions that distract their attention generating comprehension and disorientation. On one hand hypertextual jumping reading generates interruptions that finally make people lose their concentration. On the other hand hypertexts fascinate people who would rather read a document in such a format even though the outcome is often frustrating and affects their ability to elaborate and retain information. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Hypertext%20reading" title="Hypertext reading">Hypertext reading</a>, <a href="https://publications.waset.org/search?q=Internet" title=" Internet"> Internet</a>, <a href="https://publications.waset.org/search?q=non-linearity." title=" non-linearity."> non-linearity.</a> </p> <a href="https://publications.waset.org/11674/digital-hypertexts-vs-traditional-books-an-inquiry-into-non-linearity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/11674/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/11674/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/11674/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/11674/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/11674/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/11674/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/11674/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/11674/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/11674/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/11674/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/11674.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1500</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1740</span> Teachers and Learners Perceptions on the Impact of Different Test Procedures on Reading: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Bahloul%20Amel">Bahloul Amel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The main aim of this research was to investigate the perspectives of English language teachers and learners on the effect of test techniques on reading comprehension, test performance and assessment. The research has also aimed at finding the differences between teacher and learner perspectives, specifying the test techniques which have the highest effect, investigating the other factors affecting reading comprehension, and comparing the results with the similar studies. In order to achieve these objectives, perspectives and findings of different researchers were reviewed, two different questionnaires were prepared to collect data for the perspectives of teachers and learners, the questionnaires were applied to 26 learners and 8 teachers from the University of Batna (Algeria), and quantitative and qualitative data analysis of the results were done. The results and analysis of the results show that different test techniques affect reading comprehension, test performance and assessment at different percentages rates.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Reading%20Comprehension" title="Reading Comprehension">Reading Comprehension</a>, <a href="https://publications.waset.org/search?q=Reading%20Assessment" title=" Reading Assessment"> Reading Assessment</a>, <a href="https://publications.waset.org/search?q=Test%0D%0APerformance" title=" Test Performance"> Test Performance</a>, <a href="https://publications.waset.org/search?q=Test%20Techniques." title=" Test Techniques."> Test Techniques.</a> </p> <a href="https://publications.waset.org/9999757/teachers-and-learners-perceptions-on-the-impact-of-different-test-procedures-on-reading-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9999757/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9999757/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9999757/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9999757/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9999757/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9999757/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9999757/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9999757/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9999757/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9999757/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9999757.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1882</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1739</span> Development of Elementary Literacy in the Czech Republic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Iva%20Ko%C5%A1ek%20Barto%C5%A1ov%C3%A1">Iva Košek Bartošová</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>There is great attention being paid in the field of development of first reading, thus early literacy skills in the Czech Republic. Yet inconclusive results of PISA and PIRLS force us to think over the teacher´s work, his/her roles in the education process and methods and forms used in lessons. There is also a significant importance to monitor the family environment and the pupil, themselves. The aim of the publishing output is to focus on one side dealing with methods of practicing reading technique and their results in the process of comprehension. In the first part of the contribution there are the goals of development of reading literacy and the methods used in reading practice in some EU countries and a follow-up comparison of research implemented by the help of modern technology of an eye tracker device in the year 2015 and a research conducted at the Institute of Education and Psychological Counselling of the Czech Republic in the year 2011/12. These are the results of a diagnostic test of reading in first classes of primary schools, taught by the genetic method and analytic-synthetic method. The results show that in the first stage of practice there are no statistically significant differences between any researched subjects taught by different methods of reading practice (with the use of several diagnostic texts focused on reading technique and its comprehension). Different results are shown at the end of Grade One and during Grade Two of primary school.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Elementary%20literacy" title="Elementary literacy">Elementary literacy</a>, <a href="https://publications.waset.org/search?q=eye%20tracker%20device" title=" eye tracker device"> eye tracker device</a>, <a href="https://publications.waset.org/search?q=diagnostic%20reading%20tests" title=" diagnostic reading tests"> diagnostic reading tests</a>, <a href="https://publications.waset.org/search?q=reading%20teaching%20method." title=" reading teaching method."> reading teaching method.</a> </p> <a href="https://publications.waset.org/10005214/development-of-elementary-literacy-in-the-czech-republic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005214/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005214/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005214/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005214/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005214/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005214/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005214/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005214/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10005214/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10005214/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10005214.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1094</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1738</span> The Investigation of 5th Grade Turkish Students- Comprehension Scores According to Different Variables</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Omer%20Kutlu">Omer Kutlu</a>, <a href="https://publications.waset.org/search?q=Ozen%20Yildirim"> Ozen Yildirim</a>, <a href="https://publications.waset.org/search?q=Safiye%20Bilican"> Safiye Bilican</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study is to examine the reading comprehension scores of Turkish 5th grade students according to the variables given in the student questionnaire. In this descriptive survey study research participated 279 5th grade students, who studied at 10 different primary schools in four provinces of Ankara in 2008-2009 academic year. Two different data collection tools were made use of in the study: “Reading Comprehension Test" and “Student Information Questionnaire". Independent sample t-test, oneway Anova and two-way Anova tests were used in the analyses of the gathered data. The results of the study indicate that the reading comprehension scores of the students differ significantly according to sex of the students, the number of books in their houses, the frequency of summarizing activities on the reading text of free and the frequency reading hours provided by their teachers; but, differ not significantly according to educational level of their mothers and fathers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Primary%20School%20Education" title="Primary School Education">Primary School Education</a>, <a href="https://publications.waset.org/search?q=Reading" title=" Reading"> Reading</a>, <a href="https://publications.waset.org/search?q=ReadingComprehension." title=" ReadingComprehension."> ReadingComprehension.</a> </p> <a href="https://publications.waset.org/8732/the-investigation-of-5th-grade-turkish-students-comprehension-scores-according-to-different-variables" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/8732/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/8732/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/8732/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/8732/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/8732/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/8732/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/8732/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/8732/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/8732/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/8732/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/8732.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1407</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1737</span> Teaching Attentive Literature Reading in Higher Education French as a Foreign Language: A Pilot Study of a Flipped Classroom Teaching Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Malin%20Isaksson">Malin Isaksson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Teaching French as a foreign language usually implies teaching French literature, especially in higher education. Training university students in literary reading in a foreign language requires addressing several aspects at the same time: the (foreign) language, the poetic language, the aesthetic aspects of the studied works, and various interpretations of them. A pilot study sought to test a teaching model that would support students in learning to perform competent readings and short analyses of French literary works, in a rather independent manner. This shared practice paper describes the use of a flipped classroom method in two French literature courses, a campus course and an online course, and suggests that the teaching model may provide efficient tools for teaching literary reading and analysis in a foreign language. The teaching model builds on a high level of student activity and focuses on attentive reading, meta-perspectives such as theoretical concepts, individual analyses by students where said concepts are applied, and group discussions of the studied texts and of possible interpretations.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Shared%20practice" title="Shared practice">Shared practice</a>, <a href="https://publications.waset.org/search?q=flipped%20classroom" title=" flipped classroom"> flipped classroom</a>, <a href="https://publications.waset.org/search?q=literature%20in%20foreign%20language%20studies" title=" literature in foreign language studies"> literature in foreign language studies</a>, <a href="https://publications.waset.org/search?q=teaching%20literature%20analysis." title=" teaching literature analysis. "> teaching literature analysis. </a> </p> <a href="https://publications.waset.org/10011556/teaching-attentive-literature-reading-in-higher-education-french-as-a-foreign-language-a-pilot-study-of-a-flipped-classroom-teaching-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011556/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011556/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011556/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011556/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011556/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011556/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011556/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011556/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011556/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011556/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011556.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">787</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1736</span> Assessing Reading Habits of Future Classroom Teachers in the Context of Their Socio-Demographic Features</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=E.%20Oguz">E. Oguz</a>, <a href="https://publications.waset.org/search?q=Y%C4%B1ld%C4%B1z"> Yıldız</a>, <a href="https://publications.waset.org/search?q=A."> A.</a>, <a href="https://publications.waset.org/search?q=Hay%C4%B1rsever"> Hayırsever</a>, <a href="https://publications.waset.org/search?q=F."> F.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purpose of the present study is to determine the level of reading habit of future classroom teachers, to discuss the obtained results according to their socio-demographic features and to define the factors which are influential on taking up reading in the context of future teachers experiences. The target population of the study consists of the fourth grade students at 62 faculties of education, department of classroom teaching from Turkish state universities. The sampling of the study consists of the fourth grade students from seven faculties of education, department of classroom teaching from each region. In the study, in the first and the second aspects, there will be a questionnaire to be developed concerning the measurement of future teachers level of reading habits and their socio-demographic features. The questionnaire was applied to all the students in the sample.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Reading" title="Reading">Reading</a>, <a href="https://publications.waset.org/search?q=Reading%20Habits" title=" Reading Habits"> Reading Habits</a>, <a href="https://publications.waset.org/search?q=Teachers" title=" Teachers "> Teachers </a> </p> <a href="https://publications.waset.org/2801/assessing-reading-habits-of-future-classroom-teachers-in-the-context-of-their-socio-demographic-features" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/2801/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/2801/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/2801/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/2801/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/2801/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/2801/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/2801/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/2801/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/2801/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/2801/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/2801.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2058</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1735</span> Thai Prosody Problems with First Year Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Jiraporn%20Adchariyaprasit">Jiraporn Adchariyaprasit</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Thai language is difficult in all four language skills, especially reading. The first year students may have different abilities in reading, so a teacher is required to find out a student’s reading level so that the teacher can help and support them till they can develop and resolve each problem themselves. This research is aimed to study the prosody problem among Thai students and will be focused on first year Thai students in the second semester. A total of 58 students were involved in this study. Four obstacles were found: 1. Interpretation from what they read and write 2. Incorrectness Pronunciation of Prosody 3. Incorrectness in Rhythm of the Poem 4. Incorrectness of the Thai Poem Pronunciation</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Interpretation" title="Interpretation">Interpretation</a>, <a href="https://publications.waset.org/search?q=Pronunciation" title=" Pronunciation"> Pronunciation</a>, <a href="https://publications.waset.org/search?q=Prosody" title=" Prosody"> Prosody</a>, <a href="https://publications.waset.org/search?q=Reading." title=" Reading."> Reading.</a> </p> <a href="https://publications.waset.org/9999128/thai-prosody-problems-with-first-year-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9999128/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9999128/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9999128/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9999128/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9999128/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9999128/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9999128/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9999128/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9999128/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9999128/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9999128.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1656</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1734</span> Impact on Course Registration and SGPA of the Students of BSc in EEE Programme due to Online Teaching during the COVID-19 Pandemic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Muhibul%20Haque%20Bhuyan">Muhibul Haque Bhuyan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Most educational institutions were compelled to switch over to the online mode of teaching, learning, and assessment due to the lockdown when the corona pandemic started around the globe in the early part of the year 2020. However, they faced a unique set of challenges in delivering knowledge and skills to their students as well as formulating a proper assessment policy. This paper investigates whether there is an impact on the student Semester Grade Point Average (SGPA) due to the online mode of teaching and learning assessment at the Department of Electrical and Electronic Engineering (EEE) of Southeast University (SEU). Details of student assessments are discussed. Then students’ grades were analyzed to find out the impact on SGPA based on the z-test by finding the standard deviation (). It also pointed out the challenges associated with the online classes and assessment strategies to be adopted during the online assessment. The student admission, course advising, and registration statistics were also presented in several tables and analyzed based on the change in percentage to observe the impact on it due to the pandemic. In summary, it was observed that the students’ SGPAs are not affected but student course advising and registration were affected slightly by the pandemic. Finally, the paper provides some recommendations to improve the online teaching, learning, assessment, and evaluation system.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=electrical%20and%20electronic%20engineering%20students" title="electrical and electronic engineering students">electrical and electronic engineering students</a>, <a href="https://publications.waset.org/search?q=impact%20on%20course%20grading%20and%20SGPA" title=" impact on course grading and SGPA"> impact on course grading and SGPA</a>, <a href="https://publications.waset.org/search?q=online%20assessment" title=" online assessment"> online assessment</a>, <a href="https://publications.waset.org/search?q=online%20teaching" title=" online teaching"> online teaching</a>, <a href="https://publications.waset.org/search?q=student%20registration" title=" student registration"> student registration</a>, <a href="https://publications.waset.org/search?q=semester%20result" title=" semester result"> semester result</a> </p> <a href="https://publications.waset.org/10012345/impact-on-course-registration-and-sgpa-of-the-students-of-bsc-in-eee-programme-due-to-online-teaching-during-the-covid-19-pandemic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012345/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012345/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012345/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012345/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012345/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012345/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012345/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012345/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012345/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012345/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012345.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">427</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1733</span> Internet Shopping: A Study Based On Hedonic Value and Flow Theory</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Pui-Lai%20To">Pui-Lai To</a>, <a href="https://publications.waset.org/search?q=E-Ping%20Sung"> E-Ping Sung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the flourishing development of online shopping, an increasing number of customers see online shopping as an entertaining experience. Because the online consumer has a double identity as a shopper and an Internet user, online shopping should offer hedonic values of shopping and Internet usage. The purpose of this study is to investigate hedonic online shopping motivations from the perspectives of traditional hedonic value and flow theory. The study adopted a focus group interview method, including two online and two offline interviews. Four focus groups of shoppers consisted of online professionals, online college students, offline professionals and offline college students. The results of the study indicate that traditional hedonic values and dimensions of flow theory exist in the online shopping environment. The study indicated that online shoppers seem to appreciate being able to learn things and grow to become competitive achievers online. Comparisons of online hedonic motivations between groups are conducted. This study serves as a basis for the future growth of Internet marketing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Flow%20theory" title="Flow theory">Flow theory</a>, <a href="https://publications.waset.org/search?q=hedonic%20motivation" title=" hedonic motivation"> hedonic motivation</a>, <a href="https://publications.waset.org/search?q=internet%20shopping." title=" internet shopping."> internet shopping.</a> </p> <a href="https://publications.waset.org/10001498/internet-shopping-a-study-based-on-hedonic-value-and-flow-theory" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10001498/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10001498/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10001498/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10001498/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10001498/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10001498/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10001498/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10001498/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10001498/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10001498/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10001498.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">3236</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1732</span> Factor Driving Consumer Intention in Online Shopping</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Wanida%20Suwunniponth">Wanida Suwunniponth</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The objectives of this research paper was to study the influencing factors that contributed the willingness of consumers to purchase products online included quality of website, perceived ease of use, perceived usefulness, trust on online purchases, attitude towards online shopping and intentions to online purchases. The research was conducted in both quantitative and qualitative methods, by utilizing both questionnaire and in-depth interview. A questionnaire was used to collect data from 350 consumers who had online shopping experiences in Bangkok, Thailand. Statistics utilized in this research included descriptive statistics and path analysis.</p> <p>The findings revealed that the factors concerning with quality of website, perceived ease of use and perceived usefulness played an influence on trust in online shopping. Trust also played an influence on attitude towards online purchase, whereas trust and attitude towards online purchase manipulated the intention of online purchase.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=E-commerce" title="E-commerce">E-commerce</a>, <a href="https://publications.waset.org/search?q=intention" title=" intention"> intention</a>, <a href="https://publications.waset.org/search?q=online%20shopping" title=" online shopping"> online shopping</a>, <a href="https://publications.waset.org/search?q=Technology%20acceptance%20model." title=" Technology acceptance model."> Technology acceptance model.</a> </p> <a href="https://publications.waset.org/9998734/factor-driving-consumer-intention-in-online-shopping" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9998734/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9998734/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9998734/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9998734/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9998734/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9998734/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9998734/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9998734/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9998734/xml" target="_blank" rel="nofollow" class="btn btn-primary 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