Submitted by Maicon Juliano Schmidt (maicons) on 2015-03-23T11:42:40Z No. of bitstreams: 1 Tania Beatriz Trindade Natel.pdf: 7718095 bytes, checksum: e37b3903963174f145042b5d0cc2b83e (MD5) / Made available in DSpace on 2015-03-23T11:42:40Z (GMT). No. of bitstreams: 1 Tania Beatriz Trindade Natel.pdf: 7718095 bytes, checksum: e37b3903963174f145042b5d0cc2b83e (MD5) Previous issue date: 2014-07-10 / UNISINOS - Universidade do Vale do Rio dos Sinos / Esta tese apresenta o resultado de um projeto para alunos do nono ano do ensino fundamental, utilizando-se de tarefas colaborativas, a fim de promover o ensino-aprendizagem da língua espanhola e de observar se tais tarefas promovem a colaboração, o andaimento, a aprendizagem linguística e intercultural. Verificaram-se as percepções dos alunos sobre as tarefas realizadas nas aulas de espanhol, se eles acreditam que estas promovem a aprendizagem, oportunizam a participação, o andaimento e a colaboração entre eles para a aprendizagem da língua-alvo e, por fim, oportunizou-se aos docentes o conhecimento de um conjunto de tarefas colaborativas. Os dados foram gerados em uma escola municipal de Porto Alegre, em uma turma de nono ano do ensino fundamental. O projeto "As experiências locais na aprendizagem da língua espanhola como conhecimento de língua e cultura" continha uma variedade de tarefas colaborativas, com temas de estudo extraídos da realidade dos aprendizes. Essa proposta pedagógica foi desenvolvida em dois trimestres e integrou o planejamento da professora titular da turma, tendo feito, inclusive, parte da avaliação da disciplina e da autoavaliação dos alunos. Como suporte teórico, buscou-se apoio na teoria sociocultural de Vygotsky (1978, 1987,1988, 2000), Lantolf (2000, 2006, 2014), Lantolf e Poehner (2008), Mitchell, Myles e Marsden (2013), entre outros, nos estudos sobre cultura e interculturalidade de Fennes e Hapgood (1997), Abadía (2000) e Kramsch (1993, 1998, 2000, 2009, 2010, 2013), no ensino por projetos proposto por Hernández e Ventura (1998), Hernández (2004), Stoller (1997, 2002, 2006) e Sheppard e Stoller (1995) e nas tarefas colaborativas propostas por Wesche e Skehan (2002), Swain (1995, 1999, 2000, 2001, 2006), Swain e Lapkin (2001), Lima e Pinho (2007). Do ponto de vista metodológico, o cunho da pesquisa é qualitativo, interpretativista e intervencionista, por tratar-se de uma pesquisa-ação colaborativa, conforme Brandão (1981), Moita Lopes (1996), Telles (2002) e Richard (2003). Para gerar os dados, utilizou-se a gravação em áudio e vídeo, os textos escritos produzidos pelos estudantes, além de um registro em forma de diário contendo suas percepções acerca da aprendizagem da língua espanhola. Nos resultados, há evidências de que o projeto elaborado contendo várias tarefas colaborativas mostrou-se uma ferramenta potencializadora para a aprendizagem da nova língua, visto que os alunos puderam interagir entre si e colaborar para a aprendizagem linguística e intercultural. Aliado a isso, nos dados gerados há indícios de andaimento, já que os estudantes auxiliaram-se na realização das tarefas colaborativas, focando tanto no sentido como na forma da língua-alvo. Ademais, nas percepções dos participantes deste estudo, há evidências de que as tarefas colaborativas desenvolvidas favoreceram a aprendizagem da língua espanhola. / This doctoral dissertation presents the result a project for ninth grade elementary school students using collaborative tasks in order to promote the teaching-learning of the Spanish language and observe whether those tasks promote collaboration, scaffolding and linguistic and intercultural learning. The students’ perceptions about the classroom tasks and whether they believe these promote learning, enable participation, scaffolding and collaboration to learn the target language were examined. Moreover, the faculty was given the opportunity to learn a set of collaborative tasks. The data was generated at a municipal school in Porto Alegre with a ninth grade group of students. The project “The local experiences in the learning of the Spanish language as knowledge of language and culture” had a variety of collaborative tasks and the study topics were based on the learners’ reality. This pedagogical proposal was developed in two trimesters and it integrated the planning of the regular teacher of the class and it was part of the discipline assessment as well as the students’ self-assessment. For the theoretical framework, support was sought on the Vygotskian sociocultural theory (1978, 1987,1988, 2000), Lantolf (2000, 2006, 2008, 2014), Mitchell, Myles and Marsden (2013), among others; on the culture and interculturality studies of Fannes and Hapgood (1997), Abadía (2000) and Kramsch (1993,1998, 2000, 2009, 2010, 2013); on teaching through projects proposed by Hernández and Ventura (1998), Hernández (2004), Stoller (1997, 2002, 2006) and Sheppard and Stoller (1995) and on collaborative tasks Wesche and Skehan (2002), Swain (1995, 1999, 2000, 2001, 2006), Swain and Lapkin (2001), Lima and Pinho (2007). From the methodological standpoint, this is a qualitative, interpretivist and interventionist research, considering it is a collaborative action-research according to Brandão (1981), Moita Lopes (1996), Telles (2002) and Richard (2003). In order to generate the data, it was used audio and video recording, the written texts produced by the students and a record, in the form of a diary, which has their perceptions about the learning of the Spanish language. The results show evidence that the project, which had several collaborative tasks, demonstrated to be a potentiating tool to learn the new language, considering the fact that many students were able to interact among themselves and collaborate with the linguistic learning. Furthermore, the results show indication of scaffolding, since the students helped each other at the execution of collaborative tasks, focusing on the target language meaning as well as form. In addition, based on the students’ perceptions on this study, evidences indicate that the developed collaborative tasks did provide the learning of the Spanish language.

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-10-08T15:50:28Z No. of bitstreams: 1 Manfred Weinberg_.pdf: 1835574 bytes, checksum: 46b2cf436002a018205b8d7e607c8d19 (MD5) / Made available in DSpace on 2018-10-08T15:50:28Z (GMT). No. of bitstreams: 1 Manfred Weinberg_.pdf: 1835574 bytes, checksum: 46b2cf436002a018205b8d7e607c8d19 (MD5) Previous issue date: 2018-07-27 / Nenhuma / Os Times Virtuais Globais têm características específicas em relação às equipes presenciais, e a dinâmica de trabalho e relações interpessoais são mais complexas em um time virtual, sendo necessário gerenciar de forma diferente. Em grande parte, isso ocorre pelo fato de os componentes de um time virtual global terem impactos com a tecnologia de comunicação (não é face to face) e muita interação eletrônica como meio de integração. Aliado a isso, existem barreiras no processo de trabalho, como diferenças culturais, fuso horário e idioma, que aumentam muito os desafios em relação às equipes presenciais. A presente dissertação buscou investigar e analisar os fatores-chave na gestão de um time virtual global sob o prisma de uma multinacional de um país em desenvolvimento. O método utilizado foi o estudo de caso único, por se tratar de um caso contemporâneo e pela acessibilidade dos dados, quando o pesquisador tem acesso limitado a outras fontes (GIL, 2002). Para análise de dados, foi utilizada a triangulação das informações e a técnica de conteúdo. Os resultados evidenciam fatores-chave para boa gestão dos times virtuais, corroborando com outras pesquisas sobre o tema. No entanto, este estudo permitiu observar peculiaridades, como fatores específicos em um país em desenvolvimento que não foram verificados na literatura. / Global virtual teams have specific characteristics in relation to face-to-face teams and the work dynamics and interpersonal relationships are more complex in a virtual team, and it is necessary to manage differently. This is largely due to the fact that the global virtual team components have communication technology impacts (not face to face) and a lot of electronic interaction as integration possibility. In addition, there are barriers in the work process such as: cultural differences; time zone; language, which considerably increases the challenges in relation to face-to-face teams. The present dissertation looked for to investigate and analyze the key factors in a global virtual team management under the multinational in a developing country focus. The method used was the single case study, because it was contemporary with limited data accessibility, when the researcher has limited access to other sources (GIL, 2002). For data analysis was used the triangulation data and content technique. The result shows key factors for virtual team’s good management, corroborating with other research on this subject. However, this study allowed us to observe peculiarities such as specific factors in a developing country multinational that were not verified in the literature.

Submitted by Fabricia Fialho Reginato (fabriciar) on 2015-07-31T00:07:19Z No. of bitstreams: 1 DéboraBusetti.pdf: 9566819 bytes, checksum: cd52ecc4c69581b16837809ffece48d2 (MD5) / Made available in DSpace on 2015-07-31T00:07:19Z (GMT). No. of bitstreams: 1 DéboraBusetti.pdf: 9566819 bytes, checksum: cd52ecc4c69581b16837809ffece48d2 (MD5) Previous issue date: 2014-03-27 / Nenhuma / À luz da teoria sociocultural (VIGOTSKY, 1978; LANTOLF, 2000,2010), e do conceito de diálogo colaborativo (SWAIN, 2000), o presente trabalho tem como objetivo discutir a relevância do trabalho colaborativo no ensino de língua inglesa e analisar e propor tarefas colaborativas e atividades pedagógicas para um livro didático de uma turma do primeiro ano do Ensino Médio de uma escola particular da cidade de Farroupilha, Rio Grande do Sul. Tendo como base os critérios para análise de livros didáticos adaptados de Dias (2009) e Ramos (2009), o livro didático foi analisado, e cinco módulos foram selecionados para serem adaptados. O intuito da proposta é estimular a colaboração entre os alunos, considerando que a língua é o fio condutor, e instigá-los a serem curiosos e autônomos para irem além daquilo que é apresentado, e para olharem para o mundo que os cerca com outros olhos, com olhos de quem não aceita definições prontas e prefere refletir e questionar antes de concordar ou discordar de algum conceito. / Based on the sociocultural theory (VIGOTSKY, 1978; LANTOLF, 2000, 2010), and on the concept of collaborative dialogue (SWAIN, 2000), this work aims to discuss the relevance of the collaborative work to the teaching of English, and analyze and propose collaborative tasks and pedagogical activities for a high school English textbook of a first grade class in a private school in Farroupilha, Rio Grande do Sul. Based on the criteria for analyzing textbooks adapted from Dias (2009) and Ramos (2009), the textbook has been analyzed, and five modules have been selected to be adapted. The aim of the proposal is to stimulate the collaboration among the students, taking into account that language is the connecting thread, and instigate them to go beyond what is presented, and look at the world that is around them with another look, with a look from someone who does not accept ready definitions and prefers to make questions before agreeing or disagreeing with any concept.

Dans la gestion des systèmes de soins, la maîtrise des flux hospitaliers et l’anticipation des tensions sont des enjeux majeurs. Le but de cette thèse est de contribuer à l’étude et au développement d’un Système Collaboratif d’Aide à l’Ordonnancement et à l’Orchestration (SysCAOO) des tâches de soins à compétences multiples pour gérer les tensions dans les Services d’Urgences Pédiatriques (SUP) afin d’améliorer la qualité de prise en charge des patients. Le SysCAOO intègre une approche Workflow collaboratif pour modéliser le parcours patient afin d’identifier les dysfonctionnements et les pics d’activités du personnel médical dans le SUP. L’aspect dynamique et incertain du problème nous a conduits à adopter une alliance entre les Systèmes Multi-Agent (SMA) et les Algorithmes Evolutionnaires (AE) pour le traitement et l’ordonnancement des tâches de soins en tenant compte du niveau d’expérience des acteurs du SUP et leurs disponibilités. En cas d’aléas dans le SUP, une coalition d’agents se forme pour collaborer et négocier afin de proposer des décisions d’orchestration du Workflow et minimiser le temps d’attente des patients en cours de leur prise en charge. Les résultats expérimentaux présentés dans cette thèse justifient l’intérêt de l’alliance entre les SMA et les Métaheuristiques afin de gérer les tensions dans le SUP. Les travaux de recherche présentés dans cette thèse s’intègrent dans le cadre du projet HOST (Hôpital : Optimisation, Simulation et évitement des tensions) (http://www.agence-nationale-recherche.fr/?Projet=ANR-11-TECS-0010). / Health care systems management and the avoidance of overcrowding phenomena are major issues. The aim of this thesis is to implement a Collaborative Support System for Scheduling and Orchestration (CSSystSO) of multi-skill health care tasks in order to avoid areas bottlenecks in the Pediatric Emergency Department (PED) and improve health care quality for patients. The CSSystSO integrates a collaborative Workflow approach to model patient journey in order to identify dysfunctions and peaks of activities of medical staff in the PED. The dynamic and uncertain aspect of the problem has led us to adopt an alliance between Multi-Agent Systems (MAS) and Evolutionary Algorithms (EA) for health care tasks treatment and scheduling taking into account the level of experience of the PED actors and their availabilities. In case of perturbations in the PED, a coalition of agents is formed to collaborate and negotiate in order to provide orchestration Workflow decisions to minimize the waiting time of patients during their treatment. The experimental results presented in this thesis justify the interest of the alliance between MAS and Metaheuristics to manage overcrowding phenomena in the PED. This work belongs to the project HOST (Hôpital: Optimisation, Simulation et évitement des tensions). (http://www.agence-nationale-recherche.fr/?Projet=ANR-11-TECS-0010).

This dissertation reports a series of studies on social influences in decision making with wide ranging marketing implications in areas such as gamification initiatives, participative pricing mechanisms, and charity fundraising strategies. The body of this work comprises of three indepth, stand-alone studies. The first study, "Contagion of the Competitive Spirit: The Influence of a Competition on Non-Competitors", investigates the influence of a competition on noncompetitors who do not participate in it but are aware of it. In a series of experimental studies, the study shows that the mere awareness of a competition can affect a non-competitor's performance in similar tasks. These experiments provide confirmatory and process evidence for this contagion effect, showing that it is driven by heightened social comparison motivation due to mere awareness of the competition. In addition, the study finds evidence that the reward level for the competitors could moderate the contagion effect on the non-competitors. The second study, "The Negative Effects of Precommitment on Reciprocal Behaviour: Evidence from a Series of Voluntary Payment Experiments", examines the effects of precommitment on reciprocal behaviour towards a forthcoming benefit. Through a series of experiments in several countries, the study shows that precommitment often weakens reciprocal behaviour. In two field experiments, a laboratory and an online experiment, the study finds consistent evidence that voluntary payment amounts decrease for individuals who are asked to precommit their payment. The results from a final online trust-game experiment support the posited mental-accounting mechanism for the effect. The third study, "Hold-Up Induced by Demand for Fairness: Theory and Experimental Evidence", explores the domain of hold-up and fairness concerns. While recent research suggests that fairness concerns could mitigate hold-up problems, this study proposes a starkly opposite possibility: that fairness concerns can also induce hold-up problems and thus significant inefficiencies. The study reports theoretical analysis and experimental evidence of hold-up in scenarios in which it will not occur if agents are purely self-interested, but could occur if they care about fairness at ex post negotiation.

Denna kvalitativa studie undersöker hur kooperativa lärandesituationer påverkar elevers individuella matematiska utveckling genom användning av problemlösningsuppgifter. Studiens bakgrund belyser det innehåll som berör kooperativt lärande, kooperativa lärprocesser, kommunikation, problemlösning samt de matematiska förmågorna. Empirin till studien har samlats in utifrån 18 elever, i årskurs 3, som under tre moment genomfört tre olika problemlösningsuppgifter. Första och tredje momentet genomfördes individuellt av eleverna medan moment två genomfördes under en kooperativ lärandesituation. Vid moment två observerades elevernas samspel med hjälp av observationsscheman. Moment ett och tre jämfördes sedan utifrån den kooperativa lärandesituationen för att se dess påverkan på elevernas individuella matematiska utveckling. För att besvara studiens syfte och frågeställningar användes det sociokulturella perspektivet i samband med en kvalitativ analys. Resultatet visade en variation av påverkan på elevernas individuella matematiska utveckling. Det som framgick som betydelsefullt för elevers matematiska utveckling var gruppkonstellationen, elevers matematiska kunskapsutveckling samt elevens roll under den kooperativa lärandesituationen. Avslutningsvis förs en diskussion kring studiens metodik och resultat.

<p>Datalager används för att ge företag en samlad bild av sin verksamhet, en bild som byggs upp av analytikers statistiska beräkningar och modeller. Analytiker arbetar i datalager med hjälp av olika analysverktyg, och begränsas av dessa verktygs möjligheter att ge en förståelse av datalagrets uppbyggnad och funktion, och av möjligheterna att hitta rätt analysdata. Arbetet med att hitta och analysera data är en iterativ problemlösningsprocess för att få fram det önskade resultatet.</p><p>Visualiseringar kan fungera som ett verktyg i arbetet och stödja användares beslutsfattande. Denna kvalitativa fallstudie syftar till att undersöka hur visualisering kan användas som ett stöd för marknads- och kreditanalytikers datalagerarbete. Studien använde användarcentrerade metoder för att undersöka analytikers arbete i ett datalager. Femton kunskapsuppgifter identifierades som mål för visualiseringsstöd i analytikers datalagerarbete. Ett analysorienterat och ett systemorienterat strukturförslag för visualiseringar värderades med dessa kunskapsuppgifter som viktade mål.</p><p>Av kunskapsuppgifterna är den viktigaste att koppla analysuppgifter till systemstruktur. Det kräver att visualiseringsstödet erbjuder en analysorienterad struktur initialt och blir alltmer systemorienterat i takt med att den intressanta informationsmängden definieras. Användarcentrerade metoder användes för att identifiera kunskapsuppgifter. Studien visar att dessa kunskapsuppgifter kan användas som designmål för värdering av visualiseringsstöd.</p>

In their pursuit of profits, adventure and new markets, humans have traded since prehistoric times. The relations between trade, profits and technological change, how- ever, were not the main concern of early economists ranging from Aristotle to the mercantilists. Presumably because in their world, the rate of technological change was decidedly low, and the basket and quality of goods available through production and trade did not change much over decades, or even centuries! In addition, it was not the technological change that brought markets closer, but “the ferocity of nomadic horsemen or the edge of a scimitar”, while “violently imposed monopolies and plunder”. (Findlay and O’Rourke, 2003) made trade more profitable. It was not until the industrial revolution that growth rates began to rise to high levels. Now that human inventions and discoveries came faster and cheaper than ever, trade liberalization was not only the way to gain access to new markets; trade liberalization had also a role in promoting growth. Trade liberalization in the form of lower trade costs, increases profits from exporting, and consequently, overall profits. That increases the incentives to innovate, produce something new and export it. Trade liberalization thus promotes technological change by increasing the incentives firms have to conduct R&amp;D, implement the innovation or improvement and make larger profits. The field of economics that studies economic growth as the result of decisions made by profit-maximizing firms is called endogenous growth theory. There have been a number of theoretical advances in endogenous growth theory over the last 20 years, but there is no consensus on whether trade liberalization promotes growth or not. Some models predict that trade liberalization has a positive effect on growth. Other models predict no effect at all. In addition, not all countries have benefited equally from globalization. In this dissertation, I study the linkages between trade liberalization and economic growth (papers one and two). In papers two and three, I also explore the relationships between globalization, growth and the demand for labor. There is well documented evidence from a number of countries, that the demand for less-skilled labor has decreased in recent decades, and this decrease has resulted in a higher skilled-wage premium, that is, the degree in which the wages of skilled workers exceed less-skilled worker wages. This phenomenon has occurred in several countries, including the U.S. The skilled- wage premium has also increased in Europe, although less dramatically. In paper two, the relationships between trade liberalization, growth and wage inequality are analyzed using an endogenous growth model. The third and final paper is an empirical study on the relationships between the demand for labor and offshoring. More specifically, I examine what happens to the demand for different types of labor (not only skilled and unskilled labor) in the Swedish plants of Swedish multinational enterprises, when these multinationals expand abroad. / Diss. Stockholm : Handelshögskolan i Stockholm, 2011

Inter-organizational network initiatives such as regional strategic networks (RSNs) are often used by firms and public agencies to support regional development and competitiveness. RSNs are designed networks managed by a hub and financed by public or private means. RSN management is complex as members are autonomous and initially often loosely connected. The effects of RSNs on regional development are disputed as engineered relationship development may interfere with ongoing business relationships.  Despite this, vast public funds are being invested in collaborative initiatives. Identifying factors affecting RSN performance will provide a better basis for evaluating and managing such initiatives. Based on concepts such as actors, resources, and activities findings are reported from longitudinal case-studies built on interviews with 68 members and hubs in four RSNs. Data were also collected through participant observation, conversations, archival data and emails. Findings indicate that factors such as evaluation criteria, member composition, relationships, location, goals, the hub, physical and human resources, knowledge sharing and development, resources, policies and norms, social activities, and communication exert an impact on entrepreneurship and cooperation. The first paper focuses on factors such as actor composition, actor goals, number of actors, and activities facilitating relationship development and commitment. The second paper identifies a framework of seven tasks to be performed by the hub. The effects on development of preferences and atmosphere are dealt with in the third paper. Effects of cooperation between public/private sector and universities are addressed in the fourth paper, and entrepreneurial processes in network contexts are analyzed in the fifth one. The important management role of the hub is emphasized as is carefully considered member composition. Relationships and commitment are found to be crucial. These factors are not covered by national and regional performance criteria. They merit a place of their own.

本研究旨在探討各種不同種類網路閱讀活動對不同程度學生的回應，進而研究受試者對不同種類網路學習活動對於英文閱讀能力的實際影響。 本研究的實驗對象是十七位台北市信義區一所職業學校的高一學生。在研究初期，研究者以北市職校全民英檢考題之閱讀能力部分測試學生並將他們分出高、中、低三種程度，繼而讓學生接受為期將近四個月不同種類網路閱讀活動訓練。實驗過程中，每項活動後均以各種不同簡單的讀後測驗、練習、筆記或作業來檢視學生利用網路培養閱讀能力之可行性。在學期近結束前，再以另一份北市職校全民英檢考題之閱讀能力測驗題作為本實驗的後測。研究是藉由背景問卷調查以及回饋問卷調查中瞭解不同種類網路閱讀活動對於學生之影響。 本研究採用質與量的分析方法。質的分析涵蓋：（一）實驗對象對於不同種類網路閱讀活動的回應﹔（二）實驗對象應用網路學習對於英文閱讀及網路技巧的影響。量的分析根據SPSS來統計：前後測數值的差異。 根據以上的研究結果發現：（一）學生對於本研究所採用的四種網路閱讀活動（兒童英語學習、網路字彙查詢、網路資料搜尋與設計—WebQuest、教學式的網路會議）感到有趣，尤其是教學式的網路會議﹔（二）網路閱讀活動引起學生主動使用各種不同網路工具來解讀文章內容及找尋有益的英語學習網站﹔（三）經過訓練後，教學成效方面，以高等程度學生進步最多，中等學生次之，低程度學生幾乎看不出進 步。最後，本研究提出一些英文教學上之建議：（一）應選擇有趣、有幫助的網路閱讀活動提升學生的閱讀興趣與閱讀理解能力﹔（二）應藉由網路字典所提供的快速搜尋功能輔助學生找回閱讀英文的信心﹔（三）應盡量利用課後網路閱讀活動，如改良式的網路會議，以提升同儕及師生間的互動並培養自學習慣。希望本研究能提供目前台灣職業學校教師及學生在閱讀教學與學習方面一些啟示與方向。 / This research aims mainly at the effect of different types of web-based reading tasks on different levels of students’ English reading comprehension ability, reading attitude, and motivation. Seventeen vocational high school students were involved in this research. All the participants were given the TVHSGEPT (Taipei Vocational High School General English Proficiency Test) as a pre-test in the beginning of the first semester of the 2005 school year. The participants were then categorized into three proficiency levels—high, middle, and low—based on the scores of the test result. A less than four-month Web-based reading program was then introduced to the participants. During this process, every task was examined through tests, exercises, note taking, or homework to understand the practicality of using web-based tasks to cultivate students’ reading ability. At the end of the semester, another TVHSGEPT was given to the participants as a post-test. However, the research chiefly used background and feedback questionnaires to understand the effects of different web-based reading tasks on the participants. This research adopted both qualitative and quantitative analyses. The qualitative analysis consisted of (1) the students’ responses to different types of web-based reading tasks and (2) the improvement of the participants’ English learning and computer and Web-use skills. By executing SPSS program, the quantitative analysis included the difference of statistical values between the pre-test and post-test. According to the findings, first, the students were interested in the four types of web-based reading tasks (online children’s reading websites, online dictionaries, WebQuest, and modified web conferencing). Second, the web-based reading tasks helped the students to actively find different web-based tools to comprehend reading content and search for new and helpful English-learning websites automatically. Third, high-proficiency students gained the most, then middle-proficiency students; the low-achievers showed very little obvious progress. This research offers some suggestions: first, teachers may select interesting and helpful web-based reading tasks to enhance students’ interest and reading comprehension. Second, through the use of online dictionaries with their quick search functions, students can regain their confidence in learning English. Third, after-school web-based reading tasks such as modified web-conferencing are a good motivator; they also help in cultivating cooperation and relationships among peers and between the teacher and students. In conclusion, this research offers pedagogical implications for vocational high school English teachers who are considering using web-based reading tasks and effective teaching strategies.