Videos by Felicia Z Zhang
First group of Chinese to Vietnamese interpreters trained in a NAATI recognized course in Taiwan ... more First group of Chinese to Vietnamese interpreters trained in a NAATI recognized course in Taiwan in 2020. They graduated from a 40 hour online course on ethics and cross-cultural training in Chinese. The second group is beginning in March 2021. 3 views
Books by Felicia Z Zhang
Language learning is one of the most rapidly changing disciplines. Along with changing perspectiv... more Language learning is one of the most rapidly changing disciplines. Along with changing perspectives in learning in the field of Second Language Acquisition, information communication technology (ICT) has also created many learning paths to assist the process of learning a second language (L2). In such an ever-evolving environment, teachers, researchers, and professionals in a diverse number of disciplines need access to the most current information about research on the field of computerenhanced language acquisition and learning.
The Handbook of Research on Computer-Enhanced Language Acquisition and Learning provides comprehensive coverage of successful translation of language learning designs utilizing ICT in practical learning contexts. With 30 authoritative contributions by over 50 of the world’s leading experts this reference source offers researchers, scholars, students, and professionals worldwide, access to the latest knowledge related to research on computer-enhanced language acquisition and learning.
The effective communication of science through language, including reading, writing, listening, s... more The effective communication of science through language, including reading, writing, listening, speaking, and visual representation, is an essential part of scientific learning, understanding, and practice. Language is the medium by which scientific reasoning occurs, whether be it formal language or symbolic representations of scientific phenomena.
Sustainable Language Support Practices in Science Education: Technologies and Solutions presents cases on the results of a study done in Australia on first-year university students and the impact of new techniques of language acquisition on science education. The project covered biology, chemistry, and physics. Nearly 3,400 students were involved in the project, drawn from the University of Canberra, the University of Technology-Sydney, the University of Sydney, the University of Tasmania, and the University of Newcastle in Australia. This book serves as the latest research available on meta-cognitive assessment and language needs for a diverse student body; it is a vital resource for academics and practitioners designing and implementing science education around the world today.
Top
Table of Contents and List of Contributors
1.
Language Problems of First Year Science Students (pages 1-17)
Felicia Zhang (University of Canberra, Australia) Sample PDF | More details...
2.
Language Support Strategies in First Year Chemistry (pages 18-57)
Adam James Bridgeman (University of Sydney, Australia) Sample PDF | More details...
3.
First Year Chemistry Language Support at the University of Tasmania (pages 58-97)
Brian Francis Yates (University of Tasmania, Australia), Michael Guy Gardiner (University of Tasmania, Australia) Sample PDF | More details...
4.
Language Focus for Genetics and Molecular Biology Students (pages 98-115)
Brett Andrew Lidbury (Australian National University, Australia) Sample PDF | More details...
5.
Evaluating a Genetics Concept Inventory (pages 116-128)
Felicia Zhang (University of Canberra, Australia), Brett Andrew Lidbury (Australian National University, Australia) Sample PDF | More details...
6.
Language Support for First Year Human Physiology and Biology (pages 129-159)
Brett Andrew Lidbury (Australian National University, Australia), John Cameron Rodger (University of Newcastle, Australia), Karen Elizabeth Mate (University of Newcastle, Australia) Sample PDF | More details...
7.
The Benefits of Teaching Students the Language of Physics (pages 160-194)
Jurgen Schulte (University of Technology–Sydney, Australia) Sample PDF | More details...
8. Clickers in a First Statistics Course (pages 195-225)
Alice Marion Richardson (University of Canberra, Australia) Sample PDF | More details...
$30.00 Add to Cart
9.
A Successful Collaboration Between Language Arts and Science (pages 226-229)
Felicia Zhang (University of Canberra, Australia) Sample PDF | More details...
Computer-Enhanced and Mobile-Assisted Language Learning: Emerging Issues and Trends compiles the ... more Computer-Enhanced and Mobile-Assisted Language Learning: Emerging Issues and Trends compiles the latest research into computer-enhanced language learning, as well as the integration of mobile devices into new language acquisition. Though new information is constantly coming out as technologies continue to evolve, this important new follow-up publication will be distributed worldwide among academic and professional institutions and will be instrumental in providing researchers, scholars, students, and professionals access to the latest knowledge related to research on computer-enhanced and mobile assisted language learning.
Papers by Felicia Z Zhang
IGI Global eBooks, Jan 18, 2011
This chapter reports on a study which evaluates the effect of a language teaching approach called... more This chapter reports on a study which evaluates the effect of a language teaching approach called the Somatically-Enhanced Approach (Zhang, 2006)in the teaching of Thai to Vietnamese learners in Vietnam. The teaching methodology deals with training students’ pronunciation in Thai from the beginning. Innovations include: the using relaxation techniques to relax students; the use of humming, clapping and physical gestures to emphasize the rhythm of Thai; the use of a Speech comparison tool (Sptool) (Zhang & Newman, 2003) and the provision of all learning materials on CD-ROMs. Results show that after 12 face-to-face hours, Vietnamese students who undertook an intensive course in SEA achieved the same level of fluency in spoken Thai, in limited contexts, as their fellow students who studied Thai for 1 year using the traditional approach. Both quantitative and qualitative results of the study will be briefly reported including an evaluation of the Speech comparison tool.
This paper reports on a project which aims at addressing the need to cater for the language needs... more This paper reports on a project which aims at addressing the need to cater for the language needs of a diverse student body (both domestic and international student body) by embedding strategic approaches to learning and teaching in first year sciences in tertiary education. These strategies consist of active learning skills which are widely used in language learning. The disciplines covered by the project are Biology, Chemistry and Physics and involves the
IGI Global eBooks, Oct 4, 2011
This chapter examines the reliability and validity of a subset of the Genetics concept inventory ... more This chapter examines the reliability and validity of a subset of the Genetics concept inventory (S. Elrod) to discriminate good students from poor performing students in the undergraduate units Genetics and Molecular Biology taught at the University of Canberra, Australia. These two units went through a series of reforms since 2005. These reforms included the implementation of a number of online and tutorial language exercises and strategies designed to promote scientific language competence and subsequent genetics learning. The effect of these interventions was analyzed through grade and assessment performance comparisons with earlier traditionally taught Genetics cohorts as well using the genetic concept inventory. The genetic concept inventory questions used at the University of Canberra have been found to be reliable and valid according to a number of statistical tests.
Proceedings of The Australian Conference on Science and Mathematics Education (formerly UniServe Science Conference), Sep 7, 2012
A key goal of the study entitled 'A cross-disciplinary approach to language support for first yea... more A key goal of the study entitled 'A cross-disciplinary approach to language support for first year students in the science disciplines', funded by the Carrick Institute for Learning and Teaching in Higher Education, is to examine the role of language in the learning of science by first-year university students. The disciplines involved are Physics, Chemistry and Biology. This national project also aims to transfer active learning skills, which are widely used in language teaching, to the teaching of science in first year. The paper discusses the background to the study, reports on some of the preliminary results on the language difficulties faced by first year student cohorts in science from data collected in 2008, and describes the framework we have established for the organization and delivery of first year science courses to be implemented in semester one 2009.
International Conference on Computational Linguistics, Sep 1, 2020
This paper discusses the tone acquisition of Chinese by students in the context of Indo-European ... more This paper discusses the tone acquisition of Chinese by students in the context of Indo-European languages. This paper conducted two experiments: (1) Using Zhang (2006)'s 'Somatically-Enhanced Approach'(SEA) to conduct small-scale teaching experiments to the effectiveness of SEA on error correction of intermediate French and Russian students. "Somatically-Enhanced Approach" is centered on the body, teaching through humming, clapping, rhythm and movement to increase learners' sensitivity to tone and rhythm through language rhythm. The data in this thesis comes from the output of a Chinese class oral test of six French and Russian exchange students in a private university in Taiwan. (2) In the second experiment, all the spoken language corpus of French and Russian students were provided to ten native speaking Chinese teachers for analysis. After a one-semester study of the "Somatically-Enhanced Approach" in this research, Russian students and French students demonstrated that they could correctly pronounce the correct tones when speaking Chinese, with enhanced fluency in natural speech. The results of this study will be presented through quantitative (statistical data) and visualization and Praat was used to analyze the collected classroom spoken data and explore the sources of the errors.
IGI Global eBooks, Oct 4, 2011
The chapter discusses the background of a project which aimed at addressing the language needs of... more The chapter discusses the background of a project which aimed at addressing the language needs of a diverse student body (both domestic and international student body) by embedding strategic approaches to learning and teaching in first year sciences in tertiary education. These strategies consisted of active learning skills which are widely used in language learning. The disciplines covered by the project
This study evaluates the effectiveness of an intensive Thai course for academic purposes program ... more This study evaluates the effectiveness of an intensive Thai course for academic purposes program (TAP) in improving L2 students’ listening and speaking skills in Thai. TAP employed communicative activities used in the Somatically-Enhanced Approach (here after SEA) such as relaxing the body, humming, clapping, movement and gestures in the teaching of Thai as a second language. Drama techniques were also used to train L2 students to detect the discourse features of Thai in academic lectures. In this paper, we report on improvements in L2 students’ listening and speaking performances in Thai in 30 students in TAP (experimental group) and 27 students (control group). Ttests analysis of the paper based listening test scores revealed that after the SEA treatment, students in the experimental group improved in their listening skill significantly. Furthermore, comparison of the mean scores of the two paper based tests between the experimental and control groups showed that students who were taught with SEA outperformed the control group of students in listening performance at the end of their courses. In speaking, the average score of the students’ performances in the experimental group in the post speaking tests was higher compared with that before the intervention; their Thai prosody improved; and their speech were considered by 9 native speaker judges to be more fluent. Such findings suggest that active learning strategies using in TAP can achieve long term positive impact on L2 students’ listening and speaking performances in Thai.
International Conference on Computers in Education, 2002
The purpose of this article is to describe a language-learning environment for beginning Chinese ... more The purpose of this article is to describe a language-learning environment for beginning Chinese learners in Australia in which technology plays a crucial role in the overall planning of the curriculum. In this curriculum priority had been given to listening and speaking skills rather than helping learners to learn through reading romanization of the Chinese language. The integration of computer enhanced learning materials in the curriculum not only provided easy access to the pronunciation
Proceedings of The Australian Conference on Science and Mathematics Education (formerly UniServe Science Conference), Oct 8, 2012
In the process of language learning, especially in a formal foreign language environment such as ... more In the process of language learning, especially in a formal foreign language environment such as a university Mandarin Chinese (MC) class in Australia, students often feel that they lack the opportunities to check whether they can be understood by a native speaker of the target language. Usually the only feedback a student gets is from their language teachers whom he/she sees for only a few hours a week. This chapter reports on the effect of an experiment that involves the creation of a language learning environment in which physical and technological ways of perceiving MC sounds had been taught to students as a means of providing long lasting feedback in the classroom and/or self-access learning situations. These classes utilized a variety of computer enhanced language tools such as teacher-produced CD-ROMs, and an audiovisual feedback tool (Sptool) (Zhang & Newman, 2003). These speech tools allow the incorporation of a visual representation of student’s production that can be compared to the speech of a native speaker. The findings of this study suggest that the experimental group’s rate of acquisition of MC pronunciation is faster than other learners who were taught the same course using the romanization system of MC and other traditional load lightening measures. Students in the experimental group also developed better rhythm and stress when speaking Mandarin and were more motivated in their learning.
This paper reports on a project which aims at addressing the need to cater for the language needs... more This paper reports on a project which aims at addressing the need to cater for the language needs of a diverse student body (both domestic and international student body) by embedding strategic approaches to learning and teaching in first year sciences in tertiary education. These strategies consist of active learning skills which are widely used in language learning. The disciplines covered by the project are Biology, Chemistry and Physics and involves the
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Videos by Felicia Z Zhang
Books by Felicia Z Zhang
The Handbook of Research on Computer-Enhanced Language Acquisition and Learning provides comprehensive coverage of successful translation of language learning designs utilizing ICT in practical learning contexts. With 30 authoritative contributions by over 50 of the world’s leading experts this reference source offers researchers, scholars, students, and professionals worldwide, access to the latest knowledge related to research on computer-enhanced language acquisition and learning.
Sustainable Language Support Practices in Science Education: Technologies and Solutions presents cases on the results of a study done in Australia on first-year university students and the impact of new techniques of language acquisition on science education. The project covered biology, chemistry, and physics. Nearly 3,400 students were involved in the project, drawn from the University of Canberra, the University of Technology-Sydney, the University of Sydney, the University of Tasmania, and the University of Newcastle in Australia. This book serves as the latest research available on meta-cognitive assessment and language needs for a diverse student body; it is a vital resource for academics and practitioners designing and implementing science education around the world today.
Top
Table of Contents and List of Contributors
1.
Language Problems of First Year Science Students (pages 1-17)
Felicia Zhang (University of Canberra, Australia) Sample PDF | More details...
2.
Language Support Strategies in First Year Chemistry (pages 18-57)
Adam James Bridgeman (University of Sydney, Australia) Sample PDF | More details...
3.
First Year Chemistry Language Support at the University of Tasmania (pages 58-97)
Brian Francis Yates (University of Tasmania, Australia), Michael Guy Gardiner (University of Tasmania, Australia) Sample PDF | More details...
4.
Language Focus for Genetics and Molecular Biology Students (pages 98-115)
Brett Andrew Lidbury (Australian National University, Australia) Sample PDF | More details...
5.
Evaluating a Genetics Concept Inventory (pages 116-128)
Felicia Zhang (University of Canberra, Australia), Brett Andrew Lidbury (Australian National University, Australia) Sample PDF | More details...
6.
Language Support for First Year Human Physiology and Biology (pages 129-159)
Brett Andrew Lidbury (Australian National University, Australia), John Cameron Rodger (University of Newcastle, Australia), Karen Elizabeth Mate (University of Newcastle, Australia) Sample PDF | More details...
7.
The Benefits of Teaching Students the Language of Physics (pages 160-194)
Jurgen Schulte (University of Technology–Sydney, Australia) Sample PDF | More details...
8. Clickers in a First Statistics Course (pages 195-225)
Alice Marion Richardson (University of Canberra, Australia) Sample PDF | More details...
$30.00 Add to Cart
9.
A Successful Collaboration Between Language Arts and Science (pages 226-229)
Felicia Zhang (University of Canberra, Australia) Sample PDF | More details...
Papers by Felicia Z Zhang
The Handbook of Research on Computer-Enhanced Language Acquisition and Learning provides comprehensive coverage of successful translation of language learning designs utilizing ICT in practical learning contexts. With 30 authoritative contributions by over 50 of the world’s leading experts this reference source offers researchers, scholars, students, and professionals worldwide, access to the latest knowledge related to research on computer-enhanced language acquisition and learning.
Sustainable Language Support Practices in Science Education: Technologies and Solutions presents cases on the results of a study done in Australia on first-year university students and the impact of new techniques of language acquisition on science education. The project covered biology, chemistry, and physics. Nearly 3,400 students were involved in the project, drawn from the University of Canberra, the University of Technology-Sydney, the University of Sydney, the University of Tasmania, and the University of Newcastle in Australia. This book serves as the latest research available on meta-cognitive assessment and language needs for a diverse student body; it is a vital resource for academics and practitioners designing and implementing science education around the world today.
Top
Table of Contents and List of Contributors
1.
Language Problems of First Year Science Students (pages 1-17)
Felicia Zhang (University of Canberra, Australia) Sample PDF | More details...
2.
Language Support Strategies in First Year Chemistry (pages 18-57)
Adam James Bridgeman (University of Sydney, Australia) Sample PDF | More details...
3.
First Year Chemistry Language Support at the University of Tasmania (pages 58-97)
Brian Francis Yates (University of Tasmania, Australia), Michael Guy Gardiner (University of Tasmania, Australia) Sample PDF | More details...
4.
Language Focus for Genetics and Molecular Biology Students (pages 98-115)
Brett Andrew Lidbury (Australian National University, Australia) Sample PDF | More details...
5.
Evaluating a Genetics Concept Inventory (pages 116-128)
Felicia Zhang (University of Canberra, Australia), Brett Andrew Lidbury (Australian National University, Australia) Sample PDF | More details...
6.
Language Support for First Year Human Physiology and Biology (pages 129-159)
Brett Andrew Lidbury (Australian National University, Australia), John Cameron Rodger (University of Newcastle, Australia), Karen Elizabeth Mate (University of Newcastle, Australia) Sample PDF | More details...
7.
The Benefits of Teaching Students the Language of Physics (pages 160-194)
Jurgen Schulte (University of Technology–Sydney, Australia) Sample PDF | More details...
8. Clickers in a First Statistics Course (pages 195-225)
Alice Marion Richardson (University of Canberra, Australia) Sample PDF | More details...
$30.00 Add to Cart
9.
A Successful Collaboration Between Language Arts and Science (pages 226-229)
Felicia Zhang (University of Canberra, Australia) Sample PDF | More details...