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首页> 外文会议>International Conference on Consumer Electronics, Communications and Networks >Using collaborative reading annotation system with self-regulated learning mechanisms to promote reading performance in English
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Using collaborative reading annotation system with self-regulated learning mechanisms to promote reading performance in English

机译：使用具有自我监管学习机制的协同读取注释系统，促进英语阅读性能

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摘要

Designing a collaborative reading annotation tool with functionalities for annotating a digital English article can accumulate and share the knowledge of readers who participate in reading learning processes in a web-based learning environment. The annotated content helps new readers understand articles and helps readers who have read an article obtain a deeper and broader understanding than when reading digital article without annotations. However, the self-regulated learning ability of individual learner on reading learning materials and contributing reading annotations becomes a key factor affecting learning performance of collaborative reading annotation. Thus, this work proposes a self-regulated learning assisted mechanism in a collaborative reading annotation system which can promote learners' reading annotation abilities in order to facilitate more high quality reading annotations generated by learners during performing reading annotation processes. The experimental results demonstrate that the reading comprehension performance and reading annotation abilities of the learners can be improved while using collaborative reading annotation system with self-regulated learning mechanism. Moreover, the reading comprehension performance and reading annotation abilities of the learners with high and low self-regulated learning abilities have significant difference.
机译：设计具有用于注释数字英语文章的功能的协同阅读注释工具可以积累并分享参与基于Web的学习环境中的阅读过程的读者的知识。注释内容有助于新读者了解文章并帮助已阅读文章的读者获得更深入和更广泛的理解，而不是在没有注释的数字文章时。然而，个人学习者对阅读学习材料和贡献阅读注释的自我监管学习能力成为影响协作阅读注释的学习性能的关键因素。因此，这项工作提出了一种协作阅读注释系统中的自我监管的学习辅助机制，其可以促进学习者的读取注释能力，以便在执行阅读注释过程期间促进学习者生成的更高质量的阅读注释。实验结果表明，在利用具有自调节学习机制的协同读取注释系统的同时可以提高学习者的阅读理解性能和阅读注释能力。此外，阅读理解性能和学习者的注册能力具有高，自控学习能力的学习者具有重要差异。

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