The lack of a real English environment in Taiwan and big class teaching had long limited the opportunities for Taiwanese English learners to use English. Due to thriving development of internet technology in recent years, the predicament has been broken through. Internet not only opens a new communicational channel for teachers and students, but also creates an authentic environment for English learners. As the new curriculum policy ¡§coherence curriculum of civil education¡¨, which emphasizes on setting information instruction into each subjects, is taken into practice, learning English with internet tools must will become a trend in the future. Therefore, this research examines the distance between the ideal and the reality using an internet-based English teaching project, and probe into some feasible ways to conduct similar program in the future. There were four purposes of this research: 1. To find out the key factors of success in internet-based English teaching from relative theories and former researches. 2. To understand the teacher¡¦s and students¡¦ performances and the students¡¦ reflections during the first half year joining an internet-based English teaching project. 3. To probe into the merits and defects of the internet-based English teaching project, AJET. 4. To discover the difficulties and feasible ways for senior high schools to carry out internet-based English teaching. The subjects of this research were a senior high school class and their teacher who first joined an internet-based English teaching project named ¡§Advanced Joint English Teaching¡¨ (AJET) in Kaohsiung. All 44 students were male. During the research period, they participated in six internet-based teaching activities, which were ¡§group e-mailing,¡¨ ¡§web-based course,¡¨ ¡§e-mail writing program,¡¨ ¡§English homepage design,¡¨ ¡§video conference¡¨ and ¡§chatroom discussion.¡¨ The researcher traced the students¡¦ performances and collected their work pieces mainly through e-mail, AJET homepage and telephone during the research period. A questionnaire was given to elicit relevant information on the participants¡¦ perception of, and attitudes towards, using the internet technology to complete their Internet-based English projects. Follow-up interview with 10 students and 2 teachers were also collected at the end of the research to understand their reflections on the project. In addition, the students¡¦ performances at the second homepage contest were also recorded. After data collection, the quantitative and qualitative methods were performed. The quantitative statistic analysis was employed using descriptive analysis to investigate the learners¡¦ perceptions towards the Web-based project. The qualitative analysis made from the student responses to the open-ended questions and the researcher¡¦s observation, provided the opportunity to uncover deeper issues than might have been apparent in a quantitative study. Students¡¦ responses to the open-ended questions were broken down into excerpts, where each excerpt represented one complete answer to a question, including any follow-up questions or clarification by student interviews. The main findings and conclusions of this research are as follows: 1. The students¡¦ participation and interaction were not good, and need the teacher¡¦s supervision to help them to form active learning habits. 2. The teacher was overloaded in the project and found it difficult to do both administration and teaching. There is a need of others¡¦ coordination. 3. The students liked and approved of English learning through internet, but differed in their opinions about its benefits to English learning. 4. The project provided the students an opportunity to experience new technologies, felt the pleasure of learning and increased their learning possibilities. 5. To carry out an internet-based English project, the project must spread relative concepts, consider the teacher¡¦s and students¡¦ loads, design each activity with proper number of participants, conduct relative training, and enhance the equipment and communicational efficiency. To sum up, although there is a distance between the ideal and the reality in the internet-based English teaching project, this way of English teaching is worth developing and expanding. Finally, according to the findings of this research, the researcher provides some suggestions for future organizations, teachers and researchers who are interested in this field.

<p>RSS is a format for easy information sharing between computers. A RSS-file, also known as a feed or a channel, consist of a list of items. The items are structured with XML-tags and have to be processed in some way before it can be read. RSS¬readers, web-browsers with RSS support and e-mail-clients with RSS support can be used to display the feed.</p><p>This thesis is focused to investigate if RSS can be used within an enterprise for internal communication. We look at different computer based communication tools that are available today and compare them with RSS. All the different tools has there advantages as well as disadvantages, we have tried to find out if there is room for one more information channel within an enterprise.</p><p>Our study shows that RSS is not suitable as a stand alone solution for internal combination. RSS main strengths lies in mass information that has to be pushed out in one direction.</p>

This study focuses on the population of women voluntarily entering the United States via arranged, often through the Internet, marriages. A congressional report (Immigration and Naturalization Services 2006) on “International Matchmaking Organizations” reports that the number of immigrants coming to the United States with a “K-1 fiancée visa”, the temporary visa status used to have a nonnative individual enter the United States for the purpose of marriage, to be growing rapidly. Of these individuals, 79% are women, referred to in both government data collection and sociological literature using the century old moniker of “mail order brides”. Through first-hand experience, over a period of 20 years teaching and acting as an administrator for English as a Second Language (ESL) programs, I have found this population of women, International Mail Order Brides (IMOBs), to present significant English language and literacy needs. Demonstrating inconsistent attendance in ESL (English as a Second Language) classes, they exhibit low-level English language fluency skills. This study of six International Mail Order Brides, all of whom live in rural settings within Pennsylvania, emanated from these observations. Participants were located through their attendance in community based, adult ESL programs. Research conducted used the case study method offered the participants the opportunity to share the lifelong progression of their biliteracies. Each of the narratives is transcribed in the words of the participant to assure the critical element of authenticity. The biliterate lives presented through this restorying is interpreted using Hornberger’s Continua of Biliteracy theory in order to identify the multidimensional International Mail Order Bride biliteracy. Analysis revealed five of the six participants to be monolingual, with no agency given to their L1. All developed their biliteracies successively, living currently with the L2 in the majority power position. Five of the six IMOBs function at the less powerful oral-vernacular end of the Continua, with few literate abilities. The value of shared life stories formulates an in-depth representation of how the specific life choice of this population drives the need for highly contextualized English language opportunities, providing clear data to guide the field of Second Language Literacy in creating a pedagogical response. / Dr. Dan J. Tannacito Dr. Gary J. Dean Dr. Gian S. Pagnucci

Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 76-81).

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI/Dissertation Abstracts International.

Thesis (Ed. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 147-157). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 147-157). Also available on the Internet.

Thesis (Ph. D.)--University of Washington, 2001. / Vita. Includes bibliographical references (p. 137-149).

Thesis (doctoral)--Göteborg University, 2002.

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