1. English Reading Guidance with Learning Portfolio Analysis Ting-Ting Wu Graduate School of Technological and Vocational Education, National Yunlin University of Science and Technology

2. Introduction Learning System Guidance Mechanism Research Design 1 1 3 3 4 4 5 5 Literature Review 2 2 Results & Future Work 6 6 Conclusion & Future Work

3. Learning English  English language  an important means of interpersonal communication in the international community  in non-native English speaking countries  learning English is extremely popular  English vocabulary as the principal learning support  fail to establish the correlation among words  deficient in interpreting, analyzing, judging, organizing, and applying vocabulary

4. English Reading  Reading abilities  a critical importance in the learning process  Extensive reading (ER)  positive effects on the general language proficiency  increase context interpretation, vocabulary understanding, sentence application, and grammar judgment  an essential approach to learning a second language

5. E-books  benefits of eBook technology  portability, interactivity, and versatility  integrating e-books with language learning  applying e-books to instructional activities benefitted the vocabulary learning and reading ability of learners  multiple support functions of e-books benefit vocabulary learning, reading comprehension, and reading ability

6. E-Portfolio  the information about a learner’s learning process collected for a specific objective or purpose  Teachers ‐ play the role of counselors  Students ‐ Self-reflection  inspect past and current actions and provide a guide line for the setting of future targets

7. Motivation  most of the general e-books provide a nonlinear and high- autonomy learning model  learners can determine their learning content according to their personal willingness and preference  beginners and passive learners may experience learning disorientation or cognitive overload  affect their organizational thinking, knowledge internalization, and learning effectiveness of learning content

8. Motivation (Cont.)  numerous e-book studies  focus on the use assessment of e-book systems and software  influence of introducing e-books into the teaching environment on reading ability  a few of these studies  analyze behaviors after use and investigated the correlation among behaviors

9. Objective  a personalized English reading guidance mechanism in e- books for learning English reading  apply the concept of meaningful learning from cognitive psychology as a strategy  the planning of the guidance mechanism  analyze the data of learning portfolio  use the average ability of all of the learners as a basis  consider the connection and level of difficulty of articles and the English ability of learners

10. Objective (Cont.)  data analysis  investigate English learning effectiveness  analyze the frequency and sequence of various learning behaviors during the learning process

11. Architecture of the English Reading E-book Functional Interface of English Reading E-books EnglishReading E-book System EnglishReading

14. Guidance Parameter

15. Article Relevance the percentage of occurrence of U vocabulary the percentage of queries of a single word in the study portfolio R(a)Reading relation degree for article a U={u i | i ∈ [1, m]} The union for words queried by all learning history record; m is the number of words. W= Orderly constitute all words from article a; n is the total words of the article f (u i )whether the words u i learner queried appear in article a. g (w i )Whether the i th word w i consisted article a is queried before in learning history record ωWeight value for calculation

16. Article Difficulty Flesch’s Reading Ease Formula GEPT vocabulary Sentence Initial level of difficulty Analysis of difficulty based on learning portfolio

17. Learner Ability Score on college entrance tests based on learner’s learning portfolio The level of learner’s ability concerning vocabulary C INIT (r) The level of learner’s ability concerning sentence

18. English Reading Guidance Mechanism The article sequence from high to low according to the reading relation degree Arranging articles in terms of level of difficulty from low to high n represents the number of articles a i and a j indicates the i th article and the j th article in the sequence λ, (1-λ) are weight values for calculation

19. Participants Experimental Procedures Assessment Tools ResearchDesignResearchDesign

20. Participants  three college freshmen classes  51 participants in Group P (Paper) ‐ paper-based documents as learning materials ‐ traditional lecture-style instruction  48 participants in Group R (Reading) ‐ the English reading e-book system  50 participants in Group G (Guidance) ‐ the e-book system incorporated a reading guidance mechanism

21. Participants (Cont.)  the three groups were selected from the same learning material database  a total of 45 English reading articles were stored in the learning material  each learner had to read 15 English articles  the English teacher was consistent for all classes  the score for this experimental activity was included in a part of the school academic performance

23. Assessment Tools SPSS Statistical analyses on the pretest and posttest scores in order to assess learning effectiveness LSA Lag sequential analysis for performing a modularized assessment on the relationship, sequence, and frequency of learning behaviors. BehaviorsScores

24. Research Results Learning Behaviors Learning Effectiveness

25. GroupMeanNStd.DeviationFp group P group R group G 80.588 81.166 81.260 51 48 50 2.127 1.982 1.688 1.771.174 GroupMeanNStd.DeviationFpLevenePost Hoc group P82.509512.32646.835.000*.101G>R>P group R84.104482.326 group G87.360502.974 *p <.05

26. Learning Effectiveness (Cont.) GroupTestNMean Std.Devi ation tp group P Pre-test Post-test 51 80.588 71.184 2.127 2.326 -8.655.000* group R Pre-test Post-test 48 81.166 84.104 1.982 2.326 -12.293.000* group G Pre-test Post-test 50 81.260 87.360 1.688 2.974 -17.901.000* *p <.05

27. The LSA Assessment of Group R RTAFAVASAVTPTSTPGTATPSNV R0120002101673103212631486657238873161 TA166326007378473273800398000 FA12611200637502330119000 VA96137019066025120102000 SA893879008218049230174000 VT1568138915200982629132252101522000 PT987112306076951110874950636000 ST128810910008125633872745321000 PGT139989200086754221139863309000 AT7130400010189319178000 P1121470178933871891770878000 S81200000000007940793 N2950002000000012 V560000000000981100 reading (R), text annotation (TA), figure annotation (FA), sound annotation (SA), video annotation (VA), vocabulary translation (VT), phrase translation (PT), sentence translation (ST), paragraph translation (PGT), article translation (AT), pronunciation (P), selection (S), note (N), and view article information (V).

28. The LSA Assessment of Group G reading (R), text annotation (TA), figure annotation (FA), sound annotation (SA), video annotation (VA), vocabulary translation (VT), phrase translation (PT), sentence translation (ST), paragraph translation (PGT), article translation (AT), pronunciation (P), selection (S), note (N), and view article information (V). RTAFAVASAVTPTSTPGTATPSNV R0115016120142978698687414658028165 TA136921006137873192100217007 FA98760072521680087000 VA68119000371232072000 SA65261200017303117092000 VT12931067915087351261238601097000 PT7425930005723123652790421000 ST9078230005173542782110253000 PGT87968700058430720629412237000 AT312900058262116049000 P8633500762185841880625000 S2100000000000103079 N1900001520009007 V12334000000000000

29. The z Score Results of Group R reading (R), text annotation (TA), figure annotation (FA), sound annotation (SA), video annotation (VA), vocabulary translation (VT), phrase translation (PT), sentence translation (ST), paragraph translation (PGT), article translation (AT), pronunciation (P), selection (S), note (N), and view article information (V). RTAFAVASAVTPTSTPGTATPSNV R-10.03-1.21-10.21-10.13-0.1812.739.0610.1111.27-4.064.927.76-6.13-4.37 TA12.52-6.59-9.83-10.435.127.020.93-5.93-9.89-10.411.37-8.96-10.29-10.84 FA-1.17-1.33-11.26-10.34-4.21-3.48-10.06-6.93-9.87-10.67-1.29-11.37-12.97-11.56 VA-2.01-1.03-10.57-7.36-10.19-3.97-10.01-6.87-8.38-10.23-1.57-11.26-12.37-11.49 SA7.947.51-10.34-10.58-9.32-0.08-10.12-5.28-6.98-10.31-0.87-11.54-12.36-11.68 VT11.8410.94-7.98-7.14-9.578.793.5210.732.18-10.5711.69-10.27-12.06-11.34 PT8.879.76-9.89-10.24-9.675.492.039.371.89-10.873.83-11.21-12.25-11.37 ST10.279.53-9.79-10.17-9.976.742.781.060.12-9.610.81-10.87-12.13-11.27 PGT11.087.91-9.68-10.08-9.897.212.51-0.131.31-4.130.65-10.76-12.28-11.18 AT-3.570.51-10.34-11.48-11.23-1.79-2.76-6.02-9.19-9.98-3.39-11.34-12.75-11.67 P9.72-5.46-9.96-7.797.931.03-0.48-7.65-9.48-10.177.43-10.78-12.17-11.58 S6.53-9.97-10.15-10.87-10.65-9.67-9.89-10.15-10.08-10.86-11.036.31-12.396.28 N-6.38-10.13-10.34-11.23-10.87-9.98-11.16-11.37-11.88-12.38-12.07-11.76-12.62-8.63 V-4.98-9.83-11.23-11.57-10.79-10.76-11.93-11.23-11.73-12.37-12.088.68-8.96-11.59

30. The z Score Results of Group G reading (R), text annotation (TA), figure annotation (FA), sound annotation (SA), video annotation (VA), vocabulary translation (VT), phrase translation (PT), sentence translation (ST), paragraph translation (PGT), article translation (AT), pronunciation (P), selection (S), note (N), and view article information (V). RTAFAVASAVTPTSTPGTATPSNV R-9.15-0.28-9.38-6.45-0.1912.627.689.868.82-7.076.68-10.37-5.480.06 TA12.26-5.87-9.26-9.736.057.792.83-5.93-9.17-9.721.37-10.48-10.69-8.06 FA-0.86-2.19-9.76-10.39-2.67-3.89-6.56-7.93-9.32-9.48-1.49-10.78-11.08-11.19 VA-2.98-0.23-9.87-10.45-10.13-4.89-7.36-8.26-8.34-9.67-2.58-10.87-11.29-11.68 SA6.475.87-9.37-10.29-9.680.12-9.26-5.18-6.31-10.06-1.16-10.39-10.89-11.34 VT11.6310.18-7.96-6.87-9.678.684.765.973.56-9.8710.37-10.29-10.59-11.21 PT7.175.82-9.12-9.83-9.385.292.673.242.11-9.274.16-10.03-10.35-10.48 ST9.138.07-8.86-9.77-9.394.833.112.021.24-9.631.86-10.17-10.47-10.73 PGT8.926.83-8.98-9.73-9.395.512.510.932.32-7.231.63-9.98-10.23-10.65 AT-5.21-5.37-9.59-10.28-9.79-3.76-5.62-5.98-6.49-9.69-4.12-10.73-10.82-11.32 P8.34-4.97-9.48-9.927.460.38-1.69-6.23-7.89-9.736.19-10.38-10.59-10.78 S1.08-9.45-9.52-10.62-9.83-9.38-9.69-9.71-10.18-10.31-9.97-0.49-11.28-2.08 N-6.18-9.51-9.86-10.39-10.28-6.96-8.57-9.82-10.21-10.48-7.75-10.73-11.38-8.12 V-0.12-5.06-9.96-10.42-10.31-9.87-9.94-10.07-10.32-10.63-10.53-10.89-11.68-11.38

31. Diagrams of Behavioral Relationships reading (R), text annotation (TA), figure annotation (FA), sound annotation (SA), video annotation (VA), vocabulary translation (VT), phrase translation (PT), sentence translation (ST), paragraph translation (PGT), article translation (AT), pronunciation (P), selection (S), note (N), and view article information (V).

32. Conclusion  this study established an English reading e-book system  translation, annotation, pronunciation, reading, and annotation  reading guidance mechanism ‐ perform systematic assessment and calculation according to the analysis of learning portfolio ‐ considered the article relevance, article difficulty, and average learner ability to instantly and dynamically provide articles  according to the results of the experimental analysis  relevant support functions provided by the e-book system can effectively help students engage in reading  a personalized reading guidance mechanism enable learners to use a progressive approach to improve reading comprehension

33. Conclusion (Cont.)  according to the result of behavior analysis  the translation function is crucial to learners learning English as a second language ‐ how to improve reading comprehension effectively is a critical topic in English reading  text annotation, sound annotation, and pronunciation are essential functions in the English reading process ‐ provide as references for the future design and planning of English reading e-book systems

34. Future Studies  assess and investigate the use of English reading strategies  improve the listening, speaking, reading, and writing skills of English learners  the functions and design of the system  the acceptance toward relevant software and hardware  the cognitive load of learners using the system

35. Thanks for your listening ttwu@yuntech.edu.tw