Thesis (M. Ed.)--University of Hong Kong, 1993.

Thesis (M.Ed.)--University of Hong Kong, 1993. / Also available in print.

Thesis (Ph. D.)--University of Oregon, 2000. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 372-391). Also available for download via the World Wide Web; free to University of Oregon users.

published_or_final_version / Education / Master / Master of Education

The aim of the study was to examine the determinants of well-being in Malaysian students at home and overseas. Prior to the main study, interviews were conducted with seven PhD students of Malaysia studying in Plymouth, to explore their needs and values, and their adaptation experiences in terms of missing and enjoyment experiences abroad. Based on the interview findings and literature reviews, a questionnaire was developed and named as the Adaptation to Life Index, which consisted of two scales - ‘missing experience’ and ‘enjoyment experience’. A longitudinal survey was carried out using Malaysian students in the UK, Australia, New Zealand, the US, Ireland, and Canada as well as students who remained in Malaysia. At Time 1, data were collected from 1118 students who were enrolling at various overseas preparatory studying programmes and 972 first year students in one of the public university in Malaysia who were continuing their education in Malaysia. Measurements used were the Big Five Personality Inventory (John, Donahue, & Kentle, 1991), Schwartz’s Short Value Scale (SSVS) (Lindeman & Verkasalo, 2005; Schwartz, 1992), Positive and Negative Affect Scales (PANAS) (Watson, et al, 1988), Satisfaction with Life Scale (SWLS) (Diener, et al., 1985), perceived stress scale (based on the results of Malaysian Certificate of Education and perceived English language fluency), and a section on socio-demographic background. At time 2, 30 % of the participants (N= 628) were retained. Life satisfaction for home students remained constant over time. However, life satisfaction for overseas students started much lower at Time 1 but increased at Time 2. Results showed that life satisfaction at time 1 strongly predicted life satisfaction at Time 2, but neither personality nor values were predicted life satisfaction at Time 2. Personality and values at Time 1 predicted ‘missing experience at Time 2 and in the overseas students, being fluent in English predicted less ‘missing experience’. There were few predictors of Time 1 for ‘enjoyment’ at Time 2, but fluency with English predicted better enjoyment.

This study investigates the effects of clustering or format of presentation (categorized and uncategorized lists), level of color realism of graphics (color pictures, black and white pictures and line drawings), and age (10 year old, 16 year old and adults) on the pictorial recall memory among students in Malaysia. Three hundred sixty students of three age groups were randomly assigned to one of the six stimulus treatments (categorized color, uncategorized color, categorized black and white, uncategorized black and white, categorized line drawing, and uncategorized line drawing). There was a significant interaction effect between age and cluster, F (2, 342) = 9.07, p < 0.0001). Simple main effects test shows that among 10-year olds, significant difference exists between the mean recall of pictures in categorized lists and uncategorized lists. More pictures in the categorized lists were recalled than in the uncategorized ones. However, the mean recall of pictures between the categorized and uncategorized lists among 16-year olds and adults did not differ significantly. Interaction between age and color realism was also significant, F (4, 342) = 2.93, p < 0.021). Simple main effects test indicates that among 10-year olds and adults, the mean number of items recalled differed significantly under each level of color realism. Pairwise comparison shows that among 10-year olds and adults, color pictures were recalled significantly better than both black and white pictures and line drawings. The mean number of items recalled between black and white pictures and line drawings however, was not significantly different. It was concluded that color pictures or illustrations are recalled better than black and white pictures and line drawings, and that categorized lists of pictures are recalled better than the uncategorized lists. / Ph. D.

Computer technology has been introduced into the field of language education for more than three decades. However, how individual learners interact with language learning multimedia programmes in different ways is not yet understood. A possible explanation is related to the learners� variables. The purpose of this study is to investigate the impact of cognitive style, one of these variables, on the language learning process. The participants of this study were a group of ESL university students from Malaysia, who interacted with a language instruction CD-ROM. This study focuses on investigating the interaction process from the students� perspective. Riding�s Cognitive Style Analysis, a computer software that measures individual�s cognitive style, was used to assist in identifying and categorizing students� cognitive style. Thirty students� cognitive style was measured before each student spent an average of three hours interacting with a language instruction CD-ROM. This study adopts the case study approach. The primary method of collecting data involved semi-structured interviews with students that focused on their experiences and preferences while interacting with language instruction CD-ROM. Factors that affected the interaction process were then examined to detect whether they were linked to the differences of students� cognitive orientation. The findings of this study reflect the mixed results that previous researchers have found regarding the effect of cognitive style on students� language learning experiences. Although responses toward the content, graphics and vocabulary items did partially reflect their cognitive orientation, cognitive style was not the only factor that influenced these students� behaviours or preferences as they interacted with the language instruction CD-ROM. The study found factors that were not linked to the students� cognitive styles, yet these also influenced the interaction process. These non-cognitive-style factors consisted of students� language learning motivation, social presence, and their conception of language learning and cultural influence, which resulted in teacher-centeredness. As a result of these findings, theoretical, research and pedagogical implications are discussed. Recommendations and limitations of the study are also presented.

Computer technology has been introduced into the field of language education for more than three decades. However, how individual learners interact with language learning multimedia programmes in different ways is not yet understood. A possible explanation is related to the learners� variables. The purpose of this study is to investigate the impact of cognitive style, one of these variables, on the language learning process. The participants of this study were a group of ESL university students from Malaysia, who interacted with a language instruction CD-ROM. This study focuses on investigating the interaction process from the students� perspective. Riding�s Cognitive Style Analysis, a computer software that measures individual�s cognitive style, was used to assist in identifying and categorizing students� cognitive style. Thirty students� cognitive style was measured before each student spent an average of three hours interacting with a language instruction CD-ROM. This study adopts the case study approach. The primary method of collecting data involved semi-structured interviews with students that focused on their experiences and preferences while interacting with language instruction CD-ROM. Factors that affected the interaction process were then examined to detect whether they were linked to the differences of students� cognitive orientation. The findings of this study reflect the mixed results that previous researchers have found regarding the effect of cognitive style on students� language learning experiences. Although responses toward the content, graphics and vocabulary items did partially reflect their cognitive orientation, cognitive style was not the only factor that influenced these students� behaviours or preferences as they interacted with the language instruction CD-ROM. The study found factors that were not linked to the students� cognitive styles, yet these also influenced the interaction process. These non-cognitive-style factors consisted of students� language learning motivation, social presence, and their conception of language learning and cultural influence, which resulted in teacher-centeredness. As a result of these findings, theoretical, research and pedagogical implications are discussed. Recommendations and limitations of the study are also presented.