Academic literature on the topic 'Ting li jiao xue'

Graphene-based composites have received a great deal of attention in recent year because the presence of graphene can enhance the conductivity, strength of bulk materials and help create composites with superior qualities. Moreover, the incorporation of metal oxide nanoparticles such as Fe3O4 can improve the catalytic efficiency of composite material. In this work, we have synthesized a composite material with the combination of reduced graphene oxide (rGO), and Fe3O4 modified tissue-paper (mGO-PP) via a simple hydrothermal method, which improved the removal efficiency of the of methylene blue (MB) in water. MB blue is used as the model of contaminant to evaluate the catalytic efficiency of synthesized material by using a Fenton-like reaction. The obtained materials were characterized by SEM, XRD. The removal of materials with methylene blue is investigated by UV-VIS spectroscopy, and the result shows that mGO-PP composite is the potential composite for the color removed which has the removal efficiency reaching 65% in acetate buffer pH = 3 with the optimal time is 7 h. Keywords Graphene-based composite, methylene blue, Fenton-like reaction. References [1] Ma Joshi, Rue Bansal, Reng Purwar, Colour removal from textile effluents, Indian Journal of Fibre & Textile Research, 29 (2004) 239-259 http://nopr.niscair.res.in/handle/123456789/24631.[2] Kannan Nagar, Sundaram Mariappan, Kinetics and mechanism of removal of methylene blue by adsorption on various carbons-a comparative study, Dyes and pigments, 51 (2001) 25-40 https://doi.org/10.1016/S0143-7208(01)00056-0.[3] K Rastogi, J. N Sahu, B. C Meikap, M. N Biswas, Removal of methylene blue from wastewater using fly ash as an adsorbent by hydrocyclone, Journal of hazardous materials, 158 (2008) 531-540.https://doi.org/10.1016/j.jhazmat.2008.01. 105.[4] Qin Qingdong, Ma Jun, Liu Ke, Adsorption of anionic dyes on ammonium-functionalized MCM-41, Journal of Hazardous Materials, 162 (2009) 133-139 https://doi.org/10.1016/j.jhazmat. 2008.05.016.[5] Mui Muruganandham, Rps Suri, Sh Jafari, Mao Sillanpää, Lee Gang-Juan, Jaj Wu, Muo Swaminathan, Recent developments in homogeneous advanced oxidation processes for water and wastewater treatment, International Journal of Photoenergy, 2014 (2014). http://dx. doi.org/10.1155/2014/821674.[6] Herney Ramirez, Vicente Miguel , Madeira Luis Heterogeneous photo-Fenton oxidation with pillared clay-based catalysts for wastewater treatment: a review, Applied Catalysis B: Environmental, 98 (2010) 10-26 https://doi.org/ 10.1016/j.apcatb.2010.05.004.[7] Guo Rong, Jiao Tifeng, Li Ruifei, Chen Yan, Guo Wanchun, Zhang Lexin, Zhou Jingxin, Zhang Qingrui, Peng Qiuming, Sandwiched Fe3O4/carboxylate graphene oxide nanostructures constructed by layer-by-layer assembly for highly efficient and magnetically recyclable dye removal, ACS Sustainable Chemistry & Engineering, 6 (2017) 1279-1288 https://doi.org/10.1021/acssuschemeng.7b03635.[8] Sun Chao, Yang Sheng-Tao, Gao Zhenjie, Yang Shengnan, Yilihamu Ailimire, Ma Qiang, Zhao Ru-Song, Xue Fumin, Fe3O4/TiO2/reduced graphene oxide composites as highly efficient Fenton-like catalyst for the decoloration of methylene blue, Materials Chemistry and Physics, 223 (2019) 751-757 https://doi.org/ 10.1016/j.matchemphys.2018.11.056.[9] Guo Hui, Ma Xinfeng, Wang Chubei, Zhou Jianwei, Huang Jianxin, Wang Zijin, Sulfhydryl-Functionalized Reduced Graphene Oxide and Adsorption of Methylene Blue, Environmental Engineering Science, 36 (2019) 81-89 https://doi. org/10.1089/ees.2018.0157.[10] Zhao Lianqin, Yang Sheng-Tao, Feng Shicheng, Ma Qiang, Peng Xiaoling, Wu Deyi, Preparation and application of carboxylated graphene oxide sponge in dye removal, International journal of environmental research and public health, 14 (2017) 1301 https://doi.org/10.3390/ijerph14111301.[11] Yu Dandan, Wang Hua, Yang Jie, Niu Zhiqiang, Lu Huiting, Yang Yun, Cheng Liwei, Guo Lin, Dye wastewater cleanup by graphene composite paper for tailorable supercapacitors, ACS applied materials & interfaces, 9 (2017) 21298-21306 https://doi.org/10.1021/acsami.7b05318.[12] Wang Hou, Yuan Xingzhong, Wu Yan, Huang Huajun, Peng Xin, Zeng Guangming, Zhong Hua, Liang Jie, Ren MiaoMiao, Graphene-based materials: fabrication, characterization and application for the decontamination of wastewater and wastegas and hydrogen storage/generation, Advances in Colloid and Interface Science, 195 (2013) 19-40 https://doi. org/10.1016/j.cis.2013.03.009.[13] Marcano Daniela C, Kosynkin Dmitry V, Berlin Jacob M, Sinitskii Alexander, Sun Zhengzong, Slesarev Alexander, Alemany Lawrence B, Lu Wei, Tour James M, Improved synthesis of graphene oxide, ACS nano, 4 (2010) 4806-4814 https://doi.org/10.1021/nn1006368.[14] Zhang Jiali, Yang Haijun, Shen Guangxia, Cheng Ping, Zhang Jingyan, Guo Shouwu, Reduction of graphene oxide via L-ascorbic acid, Chemical Communications, 46 (2010) 1112-1114 http://doi. org/10.1039/B917705A [15] Gong Ming, Zhou Wu, Tsai Mon-Che, Zhou Jigang, Guan Mingyun, Lin Meng-Chang, Zhang Bo, Hu Yongfeng, Wang Di-Yan, Yang Jiang, Nanoscale nickel oxide/nickel heterostructures for active hydrogen evolution electrocatalysis, Nature communications, 5 (2014) 4695 https:// doi.org/10.1038/ncomms5695.[16] Wu Zhong-Shuai, Yang Shubin, Sun Yi, Parvez Khaled, Feng Xinliang, Müllen Klaus, 3D nitrogen-doped graphene aerogel-supported Fe3O4 nanoparticles as efficient electrocatalysts for the oxygen reduction reaction, Journal of the American Chemical Society, 134 (2012) 9082-9085 https://doi.org/10.1021/ja3030565.[17] Nguyen Son Truong, Nguyen Hoa Tien, Rinaldi Ali, Nguyen Nam Van, Fan Zeng, Duong Hai Minh, Morphology control and thermal stability of binderless-graphene aerogels from graphite for energy storage applications, Colloids and Surfaces A: Physicochemical and Engineering Aspects, 414 (2012) 352-358 https://doi.org/ 10.1016/j.colsurfa.2012.08.048.[18] Deng Yang, Englehardt James D, Treatment of landfill leachate by the Fenton process, Water research, 40 (2006) 3683-3694 https://doi.org/ 10.1016/j.watres.2006.08.009.

The control of technological systems by human operators has been the object of study for many decades. The increasing complexity in the digital age has made the optimization of the interaction between system and human operator particularly necessary.. In the present thematic issue, ten exemplary articles are presented, ranging from observational field studies to experimental work in highly complex navigation simulators. For the human operator, the processes of attention play a crucial role, which are captured in the contributions listed in this thematic issue by eye-tracking devices. For many decades, eye tracking during car driving has been investigated extensively (e.g. Lappi & Lehtonen, 2013; Grüner & Ansorge, 2017). In the present special issue, Cvahte Ojsteršek & Topolšek (2019) provide a literature review and scientometric analysis of 139 eye-tracking studies investigating driver distraction. For future studies, the authors recommend a wider variety of distractor stimuli, a larger number of tested participants, and an increasing interdisciplinarity of researchers. In addition to most studies investigating bottom-up processes of covered attention, Tuhkanen, Pekkanen, Lehtonen & Lappi (2019) include the experimental control of top-down processes of overt attention in an active visuomotor steering task. The results indicate a bottom-up process of biasing the optic flow of the stimulus input in interaction with the top-down saccade planning induced by the steering task. An expanding area of technological development involves autonomous driving where actions of the human operator directly interact with the programmed reactions of the vehicle. Autonomous driving requires, however,a broader exploration of the entire visual input and less gaze directed towards the road centre. Schnebelen, Charron & Mars (2021) conducted experimental research in this area and concluded that gaze dynamics played the most important role in distinguishing between manual and automated driving. Through a combination of advanced gaze tracking systems with the latest vehicle environment sensors, Bickerdt, Wendland, Geisler, Sonnenberg & Kasneci (2021) conducted a study with 50 participants in a driving simulator and propose a novel way to determine perceptual limits which are applicable to realistic driving scenarios. Eye-Computer-Interaction (ECI) is an interactive method of directly controlling a technological device by means of ocular parameters. In this context, Niu, Gao, Xue, Zhang & Yang (2020) conducted two experiments to explore the optimum target size and gaze-triggering dwell time in ECI. Their results have an exemplary application value for future interface design. Aircraft training and pilot selection is commonly performed on simulators. This makes it possible to study human capabilities and their limitation in interaction with the simulated technological system. Based on their methodological developments and experimental results, Vlačić, Knežević, Mandal, Rođenkov & Vitsas (2020) propose a network approach with three target measures describing the individual saccade strategy of the participants in this study. In their analysis of the cognitive load of pilots, Babu, Jeevitha Shree, Prabhakar, Saluja, Pashilkar & Biswas (2019) investigated the ocular parameters of 14 pilots in a simulator and during test flights in an aircraft during air to ground attack training. Their results showed that ocular parameters are significantly different in different flying conditions and significantly correlate with altitude gradients during air to ground dive training tasks. In maritime training the use of simulations is per international regulations mandatory. Mao, Hildre & Zhang (2019) performed a study of crane lifting and compared novice and expert operators. Similarities and dissimilarities of eye behavior between novice and expert are outlined and discussed. The study of Atik & Arslan (2019) involves capturing and analyzing eye movement data of ship officers with sea experience in simulation exercises for assessing competency. Significant differences were found between electronic navigation competencies of expert and novice ship officers. The authors demonstrate that the eye tracking technology is a valuable tool for the assessment of electronic navigation competency. The focus of the study by Atik (2020) is the assessment and training of situational awareness of ship officers in naval Bridge Resource Management. The study shows that eye tracking provides the assessor with important novel data in simulator based maritime training, such as focus of attention, which is a decisive factor for the effectiveness of Bridge Resource Management training. The research presented in the different articles of this special thematic issue cover many different areas of application and involve specialists from different fields, but they converge on repeated demonstrations of the usefulness of measuring attentional processes by eye movements or using gaze parameters for controlling complex technological devices. Together, they share the common goal of improving the potential and safety of technology in the digital age by fitting it to human capabilities and limitations. References Atik, O. (2020). Eye tracking for assessment of situational awareness in bridge resource management training. Journal of Eye Movement Research, 12(3). https://doi.org/10.16910/jemr.12.3.7 Atik, O., & Arslan, O. (2019). Use of eye tracking for assessment of electronic navigation competency in maritime training. Journal of Eye Movement Research, 12(3). https://doi.org/10.16910/jemr.12.3.2 Babu, M. D., JeevithaShree, D. V., Prabhakar, G., Saluja, K. P. S., Pashilkar, A., & Biswas, P. (2019). Estimating pilots’ cognitive load from ocular parameters through simulation and in-flight studies. Journal of Eye Movement Research, 12(3). https://doi.org/10.16910/jemr.12.3.3 Cvahte Ojsteršek, T., & Topolšek, D. (2019). Eye tracking use in researching driver distraction: A scientometric and qualitative literature review approach. Journal of Eye Movement Research, 12(3). https://doi.org/10.16910/jemr.12.3.5 Grüner, M., & Ansorge, U. (2017). Mobile eye tracking during real-world night driving: A selective review of findings and recommendations for future research. Journal of Eye Movement Research, 10(2). https://doi.org/10.16910/jemr.10.2.1 Lappi, O., & Lehtonen, E. (2013). Eye-movements in real curve driving: pursuit-like optokinesis in vehicle frame of reference, stability in an allocentric reference coordinate system. Journal of Eye Movement Research, 6(1). https://doi.org/10.16910/jemr.6.1.4 Mao, R., Li, G., Hildre, H. P., & Zhang, H. (2019). Analysis and evaluation of eye behavior for marine operation training - A pilot study. Journal of Eye Movement Research, 12(3). https://doi.org/10.16910/jemr.12.3.6 Niu, Y.- feng, Gao, Y., Xue, C.- qi, Zhang, Y.- ting, & Yang, L.- xin. (2020). Improving eye–computer interaction interface design: Ergonomic investigations of the optimum target size and gaze-triggering dwell time. Journal of Eye Movement Research, 12(3). https://doi.org/10.16910/jemr.12.3.8 Schnebelen, D., Charron, C., & Mars, F. (2021). Model-based estimation of the state of vehicle automation as derived from the driver’s spontaneous visual strategies. Journal of Eye Movement Research, 12(3). https://doi.org/10.16910/jemr.12.3.10 Tuhkanen, S., Pekkanen, J., Lehtonen, E., & Lappi, O. (2019). Effects of an active visuomotor steering task on covert attention. Journal of Eye Movement Research, 12(3). https://doi.org/10.16910/Jemr.12.3.1 Vlačić, S. I., Knežević, A. Z., Mandal, S., Rođenkov, S., & Vitsas, P. (2020). Improving the pilot selection process by using eye-tracking tools. Journal of Eye Movement Research, 12(3). https://doi.org/10.16910/jemr.12.3.4

本文主要探討了中文二語教師在跨文化教學中對教師權威的理解和態度。東西方文化的差異在教師權威方面的表現，是彼此對師生間權力距離的認同並不一樣，東方文化中，權力距離較大，教師更為權威；而西方文化則權力距離較小，學生擁有更多的自由。本研究採訪了香港某國際學校的9名中外二語教師，得出結論：中文二語教師還是重視尊師重道的傳統，但對於教師權威已有了與時俱進的理解，面對外國學生,師生互相協商、尊重，從而達到課堂的學習目標才是教師權威的真正意義。受訪者採取1）樹立嚴師形象、運用獎懲機制；2）從學生角度考慮，尊重、幫助學生；3）自我提升，贏得學生尊重的方式，來應對學生挑戰教師權威的行為。影響受訪者形成如上教師權威的理解和態度，并選擇用以上的方式應對學生挑戰教師權威行為的策略，因素为：成長環境和教學經驗；獎懲制度和職位的肯定；個人性格、師生關係；以及網絡時代的挑戰；教師需要通過不斷進修、學習來提升自我。 本文通過分析跨文化教學中，中文教師的教師權威的理解和態度，應對策略和影響因素，引出思考和啓發：1）教師權威需要被重視和理論化；2）教師權威應在跨文化教學中因應學生的需要而轉變；3）區別對待中外學生的原因在于用不同的方法，達到公平、一視同仁的結果，希望學生的需要得到重視和照顧；4）學校教育與社會的關係意味著教師權威被理論化的重要性；5）當代教育學者應著手將教師權威理論化，從而也能使中文二語教師在跨文化教學中有據可循，重建教師權威。
published_or_final_version
Education
Master
Master of Education

This dissertation based on the Cognitive Load Theory, focuses on the effectiveness of using schema reading strategy to enhance secondary five students’ reading comprehension ability. An action research, consists of designing reading worksheets, tests, guiding students using schema reading strategy and observing lessons, in order to promote students’ self-monitoring skill during reading comprehension as well as the effectiveness of the research. The findings conclude: (1) a positive significant on the effects of cognitive load management by modifying the teaching materials for students; (2) using schema reading strategy to enhance secondary five students’ reading comprehension ability. 本研究目的在於應用認知負荷理論，設計一個提升香港中學五年級學生閱讀策略的教學課程，以探討圖式閱讀策略對提升高中學生閱讀能力的成效。本行動研究利用閱讀教材、閱讀測卷和課堂觀察，進行兩個循環的閱讀教學過程，包括計劃、實踐、觀察和反思，藉以調整教學設計和教學模式。結果發現，認知負荷理論對閱讀教學設計的重要性，老師應確保閱讀教材具適度的認知負荷，以免妨礙學生的閱讀效能，亦應注意訓練學生運用圖式閱讀策略，適當地自我監控閱讀過程，從而提升閱讀能力。
published_or_final_version
Education
Master
Master of Education

Thesis (M.Phil.)--Hong Kong University of Science and Technology, 2004.
Includes bibliographical references (leaves 323-342). Also available in electronic version. Access restricted to campus users.

Ever since the curriculum reform was launched, 'Reading to Learn' has been one of the four key tasks initiated. The result shown in Progress in International Reading Literacy Study (PIRLS,2011) reflected that the reading ability of Hong Kong Primary students is among the best in the world, whereas their reading motivation ranking the last. Researchers also found in the Programme for International Student Assessment (PISA, 2009) conducted among secondary students that their metacognitive level is the lowest among all the secondary students in South-east Asian districts. It reflected that Hong Kong students lack self-regulation and comprehension monitoring awareness in reading. This dissertation is written in support of an action research and a case study. It aims to discuss the impact on the implementation of teaching of reading strategies on four different primary students, who are of diverse ability on comprehension. In the action research, the researcher tries to enhance students' comprehension monitoring awareness through introducing the K-W-L Chart and Directed Reading and Thinking Activity. In the case study, the researcher makes use of think aloud activities and student interviews to collect and analyze the qualitative data obtained. Together with the quantitative analysis, the researcher studies the reading strategies used among the four selected primary 4 students as well as their understanding toward reading strategies before and after they received the teaching in the process. The research result reflects that teaching reading strategies has a significant effect on enhancing student's reading comprehension monitoring awareness among students, especially the lower ability students. Furthermore, this research makes a few practical suggestions on how to enhance students' reading comprehension awareness in daily teaching. 自課程改革(以下簡稱「課改」)以來，「從閱讀中學習」一直為課改四大關鍵項目之一。「全球學生閱讀能力進展研究(PIRLS，2011)」的結果反映本港小學生的閱讀能力冠絕全球，閱讀動機卻在全球榜尾的奇怪現象；而以中學生為對象的「學生基礎素養能力計劃(PISA，2009)」亦發現本港學生的後設認知能力水平為全東南亞地區最差，反映本港學生在閱讀方面缺乏自我調整和閱讀監控的意識。 本論文旨在以行動研究(action research)及個案研究(case study)方式，探討閱讀策略教學對促進四位小學四年級不同能力學生的閱讀理解監控知覺的影響。在行動研究方面，研究員通過教授自我檢測圖及引領思維閱讀策略，促進學生的理解監控知覺。在個案研究方面，通過放聲思考(think aloud)活動及學生訪談，搜集及分析質性數據，並結合量性分析，探討本港某小學四位四年級學生於接受教學前後，在閱讀過程中運用閱讀策略的情況，以及他們對閱讀策略的認識。研究結果反映，閱讀策略教學對促進學生的閱讀理解監控知覺對於閱讀能力較弱的學生，有明顯的影響。此外，本研究就如何在日常教學中教授閱讀策略，以提升學生的閱讀理解監控知覺方面提出一些建議。
published_or_final_version
Education
Master
Master of Education

本研究探究了香港某所國際學校中漢語作為第二語言學習者的中文交際意願。研究對象主要是香港某英基國際學校的170名漢語學習者；主要採用定量的研究方法，通過研究者的課堂觀課和學生的“自我報告”（Self-report）來搜集數據，通過五個量表（背景變量量表、心理變量量表和課堂內外漢語交際意願量表）來實現研究；研究的內容包括學生們課堂內、外漢語交際意願的總體水平以及可能存在的差異，並總結前人研究發現，在新的研究背景下對一些可能存在影響關係的背景變量（年齡、性別、漢語水平、學習漢語的社會支持、母語、性格、對待學習漢語的態度）和心理變量（學習漢語時的焦慮、動機、自我覺察的交際能力）進行數據分析并驗證假設，通過SPSS19.0來付諸實現；最終就如何提高學生的課堂內、外漢語交際意願提出教學建議。 本次研究的主要研究發現有：（1）該國際學校漢語學習者的總體漢語交際意願水平偏低，介於“較低交際意願”和“中度交際意願”之間，而且課內漢語交際意願略高於課外漢語交際意願。（2）總體來看，男生和女生之間不存在漢語交際意願上的顯著差異，但在課內，女生比男生更容易不懂就問、更關注語言知識的細節；男生比女生更願意作為發言代表來公開表達自己觀點；在課外，男生比女生更願意在校園裡與陌生人說漢語，更願意和朋友們或者陌生人上網用漢語交流。（3）預科項目（DP）和中學項目（MYP）的學生群體間不存在漢語交際意願的顯著差異。但在課堂上，DP學生比MYP的學生更願意進行公開性的漢語表達，更願意深入探討相關問題，更願意進行一些總結概括能力較強的發言。（4）DP年級學生的漢語水平和交際意願呈顯著正相關，即漢語水平高越高，課內、課外和總體的漢語交際意願越高,漢語水平越低，課內、課外和總體的漢語交際意願越低。（5）在用漢語進行“主動性發言”上的意願，漢語水平高的群體明顯高於漢語水平低的群體，說明高水平漢語學習者更願意掌握交際的主動權。（6）學習漢語社會支持較多的群體表現出明顯更高的漢語交際意願，呈顯著正相關。（7）以廣東話作為母語的學生比以英語作為母語的學生具有更高的漢語交際意願，這種差異性在課堂外比課堂內體現得更為明顯。（8）性格較外向的學生比性格較內向的學生具有更高的課內漢語交際意願。（9）喜歡學漢語的學生比不喜歡學漢語的學生具有更高的課內、課外和總體漢語交際意願。（10）總體來看，學生學習漢語的動機和自我覺察的漢語交際能力都偏高，且兩者與課內、課外和總體漢語交際意願均呈十分顯著正相關，其中動機與課外方面相關性略大，而自我覺察的交際能力與課內方面相關性略大。學生的總體焦慮水平偏低，與課內、課外和總體交際意願均呈十分顯著負相關，與課內方面相關性略大課外方面。無論是課內還是課外漢語交際意願，“自我覺察的交際能力”對漢語交際意願來說是預測性最強的心理變量。 This research investigated Chinese as second language (CSL) learner’s willingness to communicate (WTC) both inside and outside classroom in one of international schools, Hong Kong. The research objects are 170 Chinese Language B learners from an English School Foundation (ESF) international school. The main methodology adopted here was quantitative method. Classroom observations by researcher and self-reports by students were firstly done to collect background data, and then five scales were employed to do the main investigation, including a WTC Inside–the-classroom Scales (WTCIS), a WTC Outside-the-classroom Scale (WTCOS), a Language Anxiety Scale (LAS), a Motivation Scale (MS) and a Self-perceived Communicative Competence Scale (SCCS). The research objectives were to explore the general situation of CSL learners’ WTC, and the specific characteristics as well as possible differences of their WTC inside and outside the classroom; then to further examine the possible affecting variables from both background and psychological perspectives including gender, age, Chinese language proficiency, mother tongue, social support, personality and attitudes towards learning Chinese, which were regarded as background variables, and language anxiety, motivation and self-perceived communicative competence, which were regarded as psychological variables. After that, data was processed and analyzed by SPSS 19.0 for hypothesis verification. Finally, pedagogical implications on how to improve CSL learners’ WTC both inside and outside classroom were generalized from the study. 　　The major findings showed that: (1) the general WTC of CSL learners from this school were slightly on the low side, between the Lower and Middle level, and the WTC inside the classroom was comparatively higher than outside of classroom. (2) On overall WTC, there was no significant difference between male and female students. But inside the classroom, girls were more likely to ask questions and pay more attention on language details than boys, while boy were more active to be the presenters and voice out in public. Outside the classroom, boys were more willing to communicate with strangers or chat online with friends in Chinese. (3) No significant WTC difference was found between Diploma Program (DP) and Middle Years Program (MYP), but DP CSL learners showed more willingness to make public speech, to be more of an inquirer in problems, and to do more generalization in speaking. (4) Among DP group, significant positive correlation was found between language proficiency and WTC, suggesting that the more proficient CSL learners showed higher WTC, and vice versa. (5) The more proficient group were more willing to speak Chinese voluntarily than the less proficient ones, implying that the more competent language learners are more likely to the take the initiative in communication. (6) CSL learners with more social supports to learn Chinese showed higher WTC, and a significant positive correlation was found here. (7) Students with Cantonese as mother tongue had higher WTC than their English as mothertougue counterparts, and this difference was more obviously outside of classroom. (8) Extroverted students showed significantly higher WTC inside of the classroom than the introverted. (9) Students who liked learning Chinese demonstrated higher WTC than those who didn’t. (10) Students’ motivation to learn Chinese and their SPCC were both on the high side, and both correlated positively on WTC, with motivation correlated more closely on outside WTC while SPCC more on inside WTC. Students showed slight lower anxiety level in speaking Chinese. Anxiety had significant negative correlation with WTC, and it mattered more inside than outside of classroom. No matter for WTC inside or outside, SPCC was the most predictive variable among the three.
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Master of Education