نتائج البحث - "電腦輔助"

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具有聲調診斷與回饋機制之遊戲式華語學習系統對於促進發音成效之影響研究 ; The Effects of a Game-based Mandarin Learning System with Tone Diagnosis and Visualization Feedback Mechanism on Pronunciation Effectiveness

المؤلفون: 辛佳珈, Xin, Jia-Jia

المساهمون: 陳志銘, Chen, Chih-Ming

مصطلحات موضوعية: 以華語為第二語言, 電腦輔助發音訓練, 數位遊戲式語言學習, 聲調診斷與回饋機制, 華語變調, 華語聲調感知, 華語發音學習, 學業情緒, 學習行為, Chinese as a second language, Computer-Assisted Pronunciation Training, Digital Game-based Language Learning, Tone Diagnosis and Visualization Feedback Mechanism, Mandarin tone sandhi, Mandarin tone perception, Mandarin pronunciation performance, Achievement emotions, Learning behaviors

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Procedia-Social and Behavioral Sciences, 118, 457-462.\nSong, J. (2022, July). Review of Chinese tones acquisiton by non-tonal language speakers taking English as an example. In 2022 3rd International Conference on Language, Art and Cultural Exchange (ICLACE 2022) (pp. 322-325). Atlantis Press.\nSuh, S., Kim, S., & Kim, N. (2010). Effectiveness of MMORPG‐based instruction in elementary English education in Korea. Journal of Computer Assisted Learning, 26(5), 370–378.\nSulispera, T., & Recard, M. (2020). Octalysis gamification framework for enhancing students` engagement in language learning. Jurnal Dialektika Program Studi Pendidikan Bahasa Inggris, 8(2), 103-128.\nSzyszka, M. (2017). Pronunciation learning strategies and language anxiety. Switzerland: Springer.\nThompson, T., & Gaddes, M. (2005). The importance of teaching pronunciation to adult learners. Asian EFL Journal, 2(1), 1-11.\nWang, Y., Sereno, J. A., Jongman, A., & Hirsch, J. (2003). fMRI evidence for cortical modification during learning of Mandarin lexical tone. Journal of Cognitive Neuroscience, 15(7), 1019–1027. doi: https://doi.org/10.1162/89892903770007407\nWayland, R. P., & Guion, S. G. (2004). Training English and Chinese listeners to perceive Thai tones: A preliminary report. Language Learning, 54(4), 681-712.\nWitt, S. M., & Young, S. J. (2000). Phone-level pronunciation scoring and assessment for interactive language learning. Speech communication, 30(2-3), 95-108.\nXu, W., Zhang, H., Sukjairungwattana, P., & Wang, T. (2022). The roles of motivation, anxiety and learning strategies in online Chinese learning among Thai learners of Chinese as a foreign language. Frontiers in Psychology, 13.\nXu, Y. (1997). Contextual tonal variations in Mandarin. Journal of Phonetics, 25(1), 61–83. doi: https://doi.org/10.1006/jpho.1996.34\nYang, J. C., & Quadir, B. (2018). Effects of prior knowledge on learning performance and anxiety in an English learning online role-playing game. Journal of Educational Technology & Society, 21(3), 174-185.\nZhang, K. J., & Chen, L. M. (2005). Tonal errors of Japanese students learning Chinese: A study of disyllabic words. In Proceedings of the 17th Conference on Computational Linguistics and Speech Processing (pp. 125-139).\nZhang, T. (2018). Foreigners’ Perception of Mandarin Tones: A Review. Modern Linguistics, 6(4), 599-606.\nZheng, A., Hirata, Y., & Kelly, S. D. (2018). Exploring the effects of imitating hand gestures and head nods on L1 and L2 Mandarin tone production. Journal of Speech, Language, and Hearing Research, 61(9), 2179-2195.\nZhong, W., Muyunda, G., & Cheng, J. (2021). Epistemological beliefs and conceptions about language teaching and learning: A study of secondary school non-native learners and teachers of Mandarin Chinese in Zambia. 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可靠度工程(二)/教育部111年度教學實踐研究計畫-應用電腦輔助設計與擴增實境技術精進可靠度工程設計與分析之教學實踐研究

المؤلفون: 鍾官榮, Kuan-Jung Chung

المساهمون: 機電工程學系

مصطلحات موضوعية: 可靠度工程, 遠端維護, 擴增實境, 物聯網, 電腦輔助設計, Reliability Engineering, Remote Maintenance, AR, IoT, CAD

Time: 59

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Relation: http://ir.ncue.edu.tw/ir/handle/987654321/20048

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科學假新聞文類及其論述：從陰謀論到俗民迷思

المؤلفون: 郭文平

المساهمون: 中國文化大學新聞學系(所)

مصطلحات موضوعية: 科學假新聞, 文類, 陰謀論, 科學否認主義, 偽科學, 電腦輔助論述分析, 迷思, 語言探索字詞計算, Scientific fake news, Genre, Conspiracy Theories, Pseudo-science, Computer-Assisted Discourse, Studies, Myth, LIWC

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Conference

電腦輔助教學於國中資源班學習障礙學生學習態度與成效之研究 -以文言文課程古詩選為例

المؤلفون: 石倩倩；劉淑範

مصطلحات موضوعية: 電腦輔助教學、國文學習成效、國語文教學、文言文

Relation: http://120.106.195.12/handle/310904600Q/12978

الاتاحة: http://120.106.195.12/handle/310904600Q/12978

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Report

連續沖模之3D料帶雙排配置及特殊沖壓製程 ; 3d Paired-Parts Strip Layout with Special Metal Working Processes of Progress Dies

المؤلفون: 林清安

المساهمون: 國立臺灣科技大學機械工程系

مصطلحات موضوعية: 電腦輔助設計/製造, 連續沖模, 板金料帶配置, 板金沖壓加工, CAD/CAM, Progressive die, Strip layout, Sheet metal working

وصف الملف: 117 bytes; text/html

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Report

自然啟發式創新人工智慧最佳化預測技術於土木工程實務管理之系統研發與應用 ; A Novel Artificial Intelligence System Using Nature-Inspired Metaheuristic Optimization and Predictive Techniques for Civil Engineering and Management

المؤلفون: 周瑞生

المساهمون: 國立臺灣科技大學營建工程系

وصف الملف: 117 bytes; text/html

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Report

透過影音同儕口語回饋教學活動增進技職大專學生英語溝通能力之研究 ; Applying Video Peer Oral Feedback to Enhance English Oral Communication Ability on Technological College Students

المؤلفون: 劉怡君, 魏春旺

المساهمون: 嘉南藥理大學應用外語系

مصطلحات موضوعية: 影音回饋, 同儕回饋, 雲端化協同學習, 電腦輔助語言學習, 英語口語訓練, Video feedback, peer feedback, cloud-based collaborative learning, technology-enhanced language learning, EFL oral training

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Relation: 計畫編號：MOST108-2511-H041-001; 計畫年度：108; 執行起迄：2019-08~2020-07; https://ir.cnu.edu.tw/handle/310902800/32785; https://ir.cnu.edu.tw/bitstream/310902800/32785/1/index.html

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Dissertation/ Thesis

影片標註聽力學習系統輔以遊戲化激勵機制增進學習者聽力學習認知策略 ; A Video Annotation Listening Learning System with a Gamified Incentive Mechanism to Improve Learners’ Metacognitive Strategies in Listening Learning

المؤلفون: 林宛儀, Lin, Wan-Yi

المساهمون: 陳志銘, Chen, Chih-Ming

مصطلحات موضوعية: 以英語為第二外語、電腦輔助語言學習、遊戲化, 電腦輔助語言學習, 遊戲化, 遊戲化學習, 影片字彙標註機制, 英語語言學習, 英文聽力字彙, 英文聽力理解, 學習行為, English as a second language, Computer-assisted language learning, Gamification, Gamified learning, English language learning, English listening vocabulary, English listening comprehension, Learning behavior

وصف الملف: 4167139 bytes; application/pdf

Relation: 蘇怡甄（2019）。影片標註聽力複習系統輔助英語聽力訓練成效之有效行為模式研究（未出版之碩士論文）。國立政治大學圖書資訊與檔案學研究所，臺北市。\nAbuSeileek, A. F. (2007). Cooperative vs. Individual Learning of Oral Skills in a CALL Environment. Computer Assisted Language Learning, 20(5), 493–514. https://doi.org/10.1080/09588220701746054\nBaldauf, M., Brandner, A., & Wimmer, C. (2017). Mobile and gamified blended learning for language teaching: Studying requirements and acceptance by students, parents and teachers in the wild. Proceedings of the 16th International Conference on Mobile and Ubiquitous Multimedia - MUM ’17, 13–24. https://doi.org/10.1145/3152832.3152842\nBingol, M. A., Celik, B., Yildiz, N., & Mart, C. T. (2014). Listening comprehension difficulties encountered by students in second language learning class. Journal of Educational & Instructional Studies in the World, 4(4).\nBloomfield, A., Wayland, S. C., Rhoades, E., Blodgett, A., Linck, J., & Ross, S. (2010). What makes listening difficult? Factors affecting second language listening comprehension. Retrieved from MARYLAND UNIV COLLEGE PARK website: https://apps.dtic.mil/docs/citations/ADA550176\nChen, C. M., Li, M. C., & Lin, M. F. (2020). The effects of video-annotated learning and reviewing system with vocabulary learning mechanism on English listening comprehension and technology acceptance, Computer Assisted Language Learning, DOI:10.1080/09588221.2020.1825093\nChai, J., & Erlam, R. (2008). The Effect and the Influence of the use of video and captions on second language learning. New Zealand Studies in Applied Linguistics, 14(2), 25.\nChapelle, C. A. (2009). The Relationship Between Second Language Acquisition Theory and Computer-Assisted Language Learning. The Modern Language Journal, 93(s1), 741–753. https://doi.org/10.1111/j.1540-4781.2009.00970.x\nChapelle, C., & Roberts, C. (1986). Ambiguity Tolerance and Field Independence as Predictors of Proficiency in English as a Second Language. 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Language Teaching Research, 18(1), 33–53. https://doi.org/10.1177/1362168813505395; G0107155001; https://nccur.lib.nccu.edu.tw//handle/140.119/139199; https://nccur.lib.nccu.edu.tw/bitstream/140.119/139199/1/500101.pdf

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