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- W2015160210 abstract "Content-based instruction (CBI) has been widely adopted for decades. However, existing CBI models cannot always be effectively put into practice, especially for learners of lower English proficiency in English as a foreign language (EFL) context. This study examined an animation design course adopting CBI to promote reading abilities of English majors at a technology university in Taiwan. CBI usually adds challenges in cognitive and linguistic learning, especially for English majors in computer courses. Different from other CBI courses, this course dealt with multiple situations: multi-approaches (CBI and task-based instruction); multi-skills (Flash animation software skills- various animation effects; language skills-computer vocabulary and reading comprehension); multi-level learners (various English language proficiency levels – mostly low proficiency level; computer abilities; learning styles), and a large class taught by one instructor. Simply employing CBI cannot solve such complex problems. Therefo..." @default.
- W2015160210 created "2016-06-24" @default.
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- W2015160210 date "2015-01-22" @default.
- W2015160210 modified "2023-10-03" @default.
- W2015160210 title "Technology-assisted sheltered instruction: instructional streaming video in an EFL multi-purpose computer course" @default.
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- W2015160210 doi "https://doi.org/10.1080/09588221.2014.1000933" @default.
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