The TaiWaN Asian English Speech cOrpus Project (TWNAESOP) is part of the ongoing multinational (AESOP) whose aim is to build up a consortium of English speech corpus. Each research team will use a common recording

1. Most of students don’t think reading English technological textbooks is easy at the beginning of this class. 2. Most of students don’t think to understand the contents of English technological CD-ROM is easy without

It is essential to teach the technological and vocational courses in English textbooks because the students can be used to reading the technological information before they work, but it is a great challenge to the

Postgraduate English Listening and Speaking Course have application in Postgraduate English education of unspecialized English and are created in China. Before June 2008, the education resources published with Postgraduate English Listening and Speaking Course are

Based on the strength of Modem Educational Technology Theory, Psychological Cognition Theory, and Second Language Acquisition Theory, our college has established the Experiencing English Center, on basis of local area network. It is supported by

In 2007, China Ministry of Education has pointed out clearly in the Requirements for College English Teaching that universities and colleges ought to make full use of modem information technology, adopt the English teaching models

Due to the vast amount of easily accessible online text on a wide variety of topics, plagiarism of written content has become a vexing problem for educators. To address this problem, several services are available

Previous research related to automated plagiarism detection of natural language has mainly focused on written documents. A wide variety of techniques have been employed in this task, including n-gram overlap [5], document fingerprinting [6], word

The methodology of this research comprised of two phases. The first phase involved interviewing specialists and conducting research to determine 20 key words that would be written into the program. Then the second phase involved

The ability of many Thai ESL students to use English for communication is still not at a level to be considered proficient. This is evident, as a majority of Thai ESL students do not have