Search

This study investigates the different learning opportunities enabled by text-based and video-based synchronous computer-mediated communication (SCMC) from an interactionist perspective. Six Chinese-speaking learners of English and six English-speaking learners of Chinese were paired up as tandem (reciprocal) learning dyads. Each dyad participated in four kinds of interactions, namely, English text-based SCMC, Chinese text-based SCMC, English video-based SCMC and Chinese video-based SCMC. Their use of communication strategies (CSs) were analyzed along with an after-task questionnaire and with stimulated reflection to explore systematically and comprehensively the differences between text-based and video-based SCMC. In addition to the main role of qualitative analysis, the quantitative analysis was undertaken to provide an overview of the relative frequencies of the occurrence of the different strategies and to understand their distribution in the different conditions. A MANOVA was applied to understand to what extent the differences are likely to have occurred by chance. The results showed that learners used CSs differently in text-based and video-based SCMC and indicated different learning opportunities provided by these two modes of SCMC. While text-based SCMC appears to have greater potential for learning target-like language forms, video-based SCMC seems particularly effective for fluency development as well as pronunciation improvement.

Electronic textiles (E-textiles) have been an area of intense industrial and academic research for years due to their advanced applications. Thus, the goal of this study was to develop highly conductive silk fibroin electrochromic nanofibers for use in E-textiles. The silk nanofibers were prepared by an electrospinning technique, and the conductive polyaniline (PANI) was added to impart the electrical conductivity and electroactive property to the resultant electrospun silk composite nanofibers. The experimental results showed that tuning the electrospinning procedure could control the morphology of the composite nanofibers, thus altering their mechanical properties and surface wettability. Furthermore, the developed PANI/silk composite fibers possess electroactive and electrochromic properties, such as adjusting the applied voltage. The developed strategy demonstrated the feasibility of incorporating not only electrical functionality but also electroactivity into sustainable silk nanofibers using electrospinning technique.

Critical thinking (CT) and English literacy are two essential 21st century competencies that are a priority for teaching and learning in an increasingly digital learning environment. Taking advantage of innovations in educational technology, this study empirically investigates the effectiveness of CT-infused adaptive English literacy instruction using a Moodle system. A one-group pretest-posttest design was employed to evaluate the effect of the treatment on students' acquisition of CT skills (CTS) and English literacy. A total of 83 students enrolled in two sections of a general studies course at a large university in Taiwan participated in the semester-long experiment. Adaptive learning was achieved through the use of an online Moodle system for (1) online grouping (based on pretest English literacy scores), (2) delivery of specifically designed adaptive learning materials for each group and (3) provision of individualised feedback. CT-infused language activities based on social constructivist principles were designed for each level of adaptive instruction, whereas direct instruction for fostering CTS was provided in class and practiced or reflected upon in groups. Empirical results demonstrate that CT-enhanced adaptive English literacy instruction simultaneously improved students' CTS and English literacy and that students' online discussions developed towards higher levels of interaction. This paper illustrates an effective blended learning model for adaptive instruction and offers recommendations for designing CT-infused language learning activities that can successfully foster both CT and English literacy outcomes.

Cancer has been one of the leading causes of human death for centuries. Magnetic hyperthermia is a promising technique to confine and control cancers. However, particles used in magnetic hyperthermia leaking from where the cancers are located could compromise human health. Therefore, we developed electroactive iron oxide/block copolymer composites to tackle the leakage problem. Experimental results show that oleylamine-modified magnetic iron oxide (Fe3O4) particles and electroactive tetraaniline (TA) could be templated in the self-assembled microstructures of sulfonated [styrene-b-(ethylene-ran-butylene)-b-styrene] (S-SEBS) block copolymers. Various amounts of Fe3O4 particles and TA oligomer were incorporated in S-SEBS block copolymer and their electroactive behavior was confirmed by exhibiting two pairs of well-defined anodic and cathodic current peaks in cyclic voltammetry tests. The heating performance of the resultant TA/Fe3O4/polymer composites improved on increasing the added amount of Fe3O4 particles and TA oligomers. Both Fe3O4 and TA can contribute to improved heating performance, but Fe3O4 possesses a greater contribution than TA does. Hence, the main source for increasing the composites’ temperature is Neel relaxation loss from Fe3O4 magnetic particles.