Task-based learning can be used to promote language learning. On the other hand, scaffolding instruction can help students without sufficient abilities to undertake tasks. Accordingly, we developed the Scaffolding Task-based English Logic Learning (S-TELL) by incorporating scaffolding instruction into Task-based Learning. The S-TELL was applied to facilitate research students to learn how to present clear logical relationships in academic writing. Additionally, an empirical study was conducted to investigate how different cognitive style groups (i.e., Serialists and Holists) reacted to the S-TELL, including learning performance, learning perception and learning behavior. Regarding learning performance, the findings showed that either Holists or Serialists made significant improvement via interacting with the S-TELL. Moreover, Holists significantly obtained higher post-scores than Serialists though they had similar task scores. Regarding learning perception, few perception differences existed between Serialists and Holists. Regarding learning behavior, Holists demonstrated more behavior sequences than Serialists. This was due to the fact that Holists often checked the current status and used the English hint while Serialists did not show such behavior. According to these findings, we proposed a framework, which can be employed to personalize the S-TELL in our future work so that the preferences of Holists and Serialists can be accommodated.
|期刊||International Journal of Human-Computer Interaction|
|出版狀態||已被接受 - 2021|