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Wyświetlanie 1-15 z 21
Tytuł:
50 LANGUAGES: A MOBILE LANGUAGE LEARNING APPLICATION (App Review)
Autorzy:
Nushi, Musa
Eqbali, Mohamad Hosein
Powiązania:
https://bibliotekanauki.pl/articles/955423.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
apps
review
mobile learning
Źródło:
Teaching English with Technology; 2018, 18, 1; 93-104
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
PLAYPOSIT: USING INTERACTIVE VIDEOS IN LANGUAGE EDUCATION (App Review)
Autorzy:
Shahrokni, Seyed Abdollah
Powiązania:
https://bibliotekanauki.pl/articles/955427.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
review
apps
mobile learning
Źródło:
Teaching English with Technology; 2018, 18, 1; 105-115
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Mobile betting – learning business English terminology using mall
Autorzy:
Balula, Ana
Martins, Ciro
Costa, Marco
Marques, Fábio
Powiązania:
https://bibliotekanauki.pl/articles/2096337.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
business English terminology
English for Specific Purposes
mobile-assisted language learning
CRS
game-based MALL
Opis:
In the last decades, the focus of ESP teaching has been shifting from the grammatical analysis of technical texts to discourse analysis, and, more recently, to learner-centred approaches. This change is quite challenging and demanding for ESP teachers, in particular regarding the choice of effective teaching and learning methodologies and, consequently, the design of meaningful activities. Furthermore, it is also relevant to rethink educational processes to meet the students’ needs, in particular given the unceasing digital transformation and its societal impact. In this scenario, the ubiquity of mobile-assisted language learning (MALL) was integrated in the design of a teaching and learning strategy, by using an Electronic Classroom Response System (CRS) within a game-based activity to learn Business English Terminology (BET). The activity was first tested in academic year 2014/15, with students enrolled in a Management undergraduate degree at ESTGA – University of Aveiro. Given the results of a preliminary study, the authors decided to undertake an empirical diachronic research (3 academic years), aiming at verifying if the game-based MALL strategy using a CRS promoted the students’ learning success in what concerns i) the identification and use of business English (BE) acronyms and other abbreviations, and ii) the accurate integration of BET in written text. The teaching materials were validated by two former Management students and two specialists (one in ESP and another in English Didactics). A total of 67 students participated in this study and the results of the statistical data analysis – using Pearson’s correlation coefficient and the Friedman test – confirm that the strategy supports the study of BE acronyms and other abbreviations, but their accurate integration in written text needs further study.
Źródło:
Teaching English with Technology; 2020, 20, 5; 6-22
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
TOUCH AND GESTURE-BASED LANGUAGE LEARNING SOME POSSIBLE AVENUES FOR RESEARCH AND CLASSROOM PRACTICE
Autorzy:
Reinders, Hayo
Powiązania:
https://bibliotekanauki.pl/articles/955753.pdf
Data publikacji:
2014
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
touch-based learning
gesture-based learning
mobile learning
Opis:
Our interaction with digital resources is becoming increasingly based on touch, gestures, and now also eye movement. Many everyday consumer electronics products already include touch-based interfaces, from e-book readers to tablets, and from the last personal computers to the GPS system in your car. What implications do these new forms of interaction offer for language learning and teaching? In this short article, I will first consider some of the most recent technological developments for their pedagogic potential, and in particular for their support for embodied and extended cognition. Next, I will offer some suggestions for researching their impact on learning and teaching, as well as ways in which teachers and materials developers can capitalise on these advances in technology to support more interactive and dynamic forms of learning.
Źródło:
Teaching English with Technology; 2014, 14, 1; 3-8
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
SAME TIME SAME PLACE: DO MALL CLASSROOMS EXIST?
Autorzy:
Byrne, Jason
Powiązania:
https://bibliotekanauki.pl/articles/955499.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
CALL
English Language Teaching
MALL
Mobile Learning
TEFL
Opis:
This paper seeks to help clarify whether Mobile-Assisted Language Learning (MALL) is primarily an independent self-study activity or whether MALL classrooms exist. The research hypothesised that a large number of users frequently using specific MALL apps, at the same time and in the same city location, may indicate the existence of MALL classrooms. The research makes use of big data, in the form of Google Analytics data, collected from two EFL learning mobile apps. The data was gathered over a five month period, in 2015, from more than 6,000 cities worldwide. The research, in doing so, opens a sociological window into the world of MALL, providing a sample of actual user behaviour. The results strongly suggest that independent study is almost certainly the main form of MALL activity. However, the research also concludes that MALL classroom-driven activity may exist in some cities.
Źródło:
Teaching English with Technology; 2016, 16, 3; 74-84
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
PROMOTING LEARNER AUTONOMY THROUGH SCHOOLOGY M-LEARNING PLATFORM IN AN EAP CLASS AT AN INDONESIAN UNIVERSITY
Autorzy:
Priyatno, Ardi
Powiązania:
https://bibliotekanauki.pl/articles/955868.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
autonomy in language learning
Schoology
mobile learning
EAP
Opis:
The advent of mobile learning platforms and Web 2.0 technologies is believed to provide an autonomous learning space that minimizes the power structure between the teacher and students in Indonesian EFL classes, accommodating the students to display their capacity to navigate their own learning. Schoology m-learning platform, a social networking learning management system, is one of potential platforms facilitating the exercise of autonomy in English language learning. This paper aims to report how Schoology m-learning platform facilitated the exercise of learner autonomy in an EAP class at an Indonesian higher education. The qualitative case study involved twenty one-students enrolled in an EAP course that adopted a blended learning method. The findings suggested that Schoology m-learning platform helped the students to exercise autonomy in EAP learning. The students exercised their control over learning management, cognitive process, and selection of learning materials. The exercise of autonomy is due to the affordance of Schoology. First, Schoology’s social networking interface facilitated interaction and communication among the students. Second, its mobile application enabled the students to learn English at their pace, time, and place. Third, the media-rich materials encouraged the students to further explore other materials online.
Źródło:
Teaching English with Technology; 2017, 17, 2; 55-76
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
EFL learners’ engagement and learning motivation in team-based mobile language learning through WhatsApp
Autorzy:
Imamyartha, David
Wahjuningsih, Eka
A’yunin, Alifiyah
Santihastuti, Asih
Mitasari
Trisna Ayu Fauzie, Dinda Laura
Hari Andika, Ervin Candra
Powiązania:
https://bibliotekanauki.pl/articles/2087222.pdf
Data publikacji:
2022
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
Activity Theory
engagement
motivation
team-based mobile learning
WhatsApp
Opis:
The study aims at portraying EFL learners’ interactivity and motivational dynamics when engaged in team-based mobile learning (TBML) through WhatsApp within the environment of English for Academic Purposes. Data were collected through survey on online learning engagement and learning motivation and analyzed using descriptive statistics coupled with correlation analysis. Thematic analysis was operative to analyze students’ reflection for more fine-grained insights on the nature of collaborative mobile learning, supported with directed content analysis geared to Activity Theory (AT) on the archives of group’s online discussion. Albeit technical challenges and negative affectivity therefrom, the findings emphasize the potency of WhatsApp as a social-network (SN) learning platform which engages language learners in supportive micro and macro learning environment as the pre-cursor to elevated motivation, self-regulation, and pedagogical rethinking. The implication highlights teacher’s necessity to scaffold group dynamics and condition student’s mentality to live the target language in the mobile learning.
Źródło:
Teaching English with Technology; 2022, 22, 1; 82-103
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
MOBILE TEACHING AND LEARNING ENGLISH – A MULTINATIONAL PERSPECTIVE
Autorzy:
Mospan, Natalia
Powiązania:
https://bibliotekanauki.pl/articles/940904.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
mobile teaching and learning
mobile devices
educational apps
university students
Opis:
The purpose of this paper is to examine how effective mobile devices are in the process of teaching and learning English through the perspective of university students. The research is aimed at finding out whether using mobile apps for learning purposes, in particular, for learning English is of interest for students and look at potential ways of learning the language. It also aims at exploring potential of educational applications downloaded to students’ mobile phones in terms of their integration into the classroom activities at university for the purposes of learning English. To fully conceptualize the research in mobile teaching and learning, the authors addressed the mentioned problem by using Google Forms. An online questionnaire was created and sent to students with responses collected in an online spreadsheet and was further analyzed by the authors. 102 representatives from 16 countries who study at 4 universities located in Poland and Ukraine took part in the survey. To link the reported mobile device use obtained from the questionnaire and its actual use for language learning the follow-up interviews for the subset of students were conducted with the relevant conclusions drawn. The issue of using mobile devices in the process of university study as an educational tool was investigated and proposed to potentially expand perceptions of tutorial experience of how we view teaching and learning English.
Źródło:
Teaching English with Technology; 2018, 18, 3; 105-125
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
VOCABULARY LEARNING IN THE MOBILE-ASSISTED FLIPPED CLASSROOM IN AN IRANIAN EFL CONTEXT
Autorzy:
Jalili, Shahriar
Khalaji, Hamidreza
Ahmadi, Hossein
Powiązania:
https://bibliotekanauki.pl/articles/955956.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
flipped learning
mobile-assisted language learning
technology
Opis:
The emergence of flipped instruction has provided new opportunities to improve English language learning. The present study attempted to investigate the effects of flipped learning strategy on enhancing the vocabulary knowledge of Iranian EFL learners. To this end, the authors assigned 26 learners from an English institute to the flipped and conventional groups. They adopted a two-group counterbalanced design in this research. In the flipped classroom, the teacher posted the course materials via Telegram in advance to the class. Inside the classroom, the participants engaged in various peer and group activities including pre-communicative sentence arrangement, communicative tasks, pair, and group discussion, role-play and storytelling. The data were from multiple data sources including a vocabulary knowledge test, a student-recorded portfolio and interviews. The results revealed that the participants performed better in the conventional classroom than the flipped learning classroom. However, they did not have positive attitudes toward inverted learning. The authors presented insights into the impacts of flipped instruction on the quality of vocabulary learning and offered recommendations and implications for future practice.
Źródło:
Teaching English with Technology; 2020, 20, 4; 82-95
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
PLICKERS AND THE PEDAGOGICAL PRACTICALITY OF FAST FORMATIVE ASSESSMENT
Autorzy:
Kent, David
Powiązania:
https://bibliotekanauki.pl/articles/955964.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
mobile-assisted language learning
formative assessment
Plickers
Opis:
Student Response Systems (SRS) can provide effective, immediate, and efficient feedback to students, particularly when undertaking formative assessment. Coupled with active learning approaches, the use of such systems can be beneficial for English language learners by providing opportunities for increased engagement with content and reflection on their knowledge gaps. These opportunities can then potentially lead to increased learner participation, motivation, and linguistic skill development. As an SRS system, the pedagogical practicality of using and developing content with the Plickers application is reviewed, with features of the application presented in detail. Methods of applying the application, determining how it aligns with technological frameworks, and presenting the potential of the application for use in the language teaching context are also presented. Ultimately as a tool that can be used to engage students of all ages in formative assessment, it is unique in that it can do this by taking technology out of learner hands while simultaneously assessing all students at once.
Źródło:
Teaching English with Technology; 2019, 19, 3; 90-104
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
DEVELOPING EFL ELEMENTARY LEARNERS’ WRITING SKILLS THROUGH MOBILE-ASSISTED LANGUAGE LEARNING (MALL)
Autorzy:
Gharehblagh, Nasibeh Mahi
Nasri, Najmeh
Powiązania:
https://bibliotekanauki.pl/articles/955782.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
MALL
mobile technology
m-learning
writing skills
Opis:
This study aimed to investigate the effect of Mobile-Assisted Language Learning (MALL) as compared to paper-based instruction in the development of Iranian EFL elementary learners’ writing skills. The research purpose was threefold: 1) to investigate the effect of MALL on elementary learners’ writing skills; 2) to make a comparison between the obtained results of MALL and pencil-and-paper methods, and 3) to assess elementary students’ attitudes about learner involvement in collaborative learning (CL) settings through mobile phone (MPh) interactions. For this purpose, 30 Iranian EFL elementary students were selected and randomly assigned to two groups: one experimental and one control. While the experimental sample received mobile-based instructions on their writing assignments, the students in the placebo group were provided with only paper-based instruction. The findings revealed that the participants in both groups showed considerable improvement on the immediate and delayed writing post-tests; however, on average, those in the experimental MALL group were shown to have outperformed the students in the control group significantly. Not surprisingly, the learners in the treatment group had made fewer errors on the targeted grammatical structures like the use of adjectives, possessives and simple present tense compared to those in the control sample. Finally, the results of the post hoc interview reflected that MALL learners felt positively about the utility of mobile technology in writing classes. Essentially, the findings could be of great help to EFL teachers, EFL learners, and course designers.
Źródło:
Teaching English with Technology; 2020, 20, 1; 104-121
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
QUIZLET IN THE EFL CLASSROOM: ENHANCING ACADEMIC VOCABULARY ACQUISITION OF JAPANESE UNIVERSITY STUDENTS
Autorzy:
Dizon, Gilbert
Powiązania:
https://bibliotekanauki.pl/articles/955471.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
Computer-Assisted Language Learning
mobile-assisted language learning
vocabulary
Opis:
This study examined the efficacy of using Quizlet, a popular online study tool, to develop L2 English vocabulary. A total of 9 Japanese university EFL students participated in the study. The learners studied Coxhead’s (2001) academic vocabulary list (AWL) via Quizlet over the course of 10 weeks. Results of the pre- and post-tests revealed that the learners were able to make statistically significant gains. Moreover, a questionnaire administered by the researcher indicated that the students had positive perceptions of Quizlet to study L2 vocabulary. Specifically, all three constructs studied – perceived usefulness, perceived ease of use, and behavioral intention to use Quizlet – had mean scores greater than 4 on a 5-point Likert scale, indicating a high-level of agreement. Based on these findings, the author supports the use of Quizlet in the EFL classroom.
Źródło:
Teaching English with Technology; 2016, 16, 2; 40-56
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
THE EFFECT OF MALL-BASED TASKS ON EFL LEARNERS GRAMMAR LEARNING
Autorzy:
Farzaneh, Khodabandeh
Jalal, ed-din Alian
Hassan, Soleimani
Powiązania:
https://bibliotekanauki.pl/articles/955870.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
grammar learning
Mobile Assisted Language Learning (MALL)
photocopied questions
social networks
tasks
Opis:
Many studies have confirmed the importance of tasks on language learning. Nowadays, many teachers apply different kinds of tasks in their classrooms. The current study investigated the effect of mobile assisted language learning tasks (MALL) on participants’ English grammar learning. The researcher administered a pre-validated grammar test to 90 junior high school participants aged between 14 to 16 with the mean age 15. The researcher taught grammar to both groups inductively and asked the participants to do their assignments according to their group’s tasks. Based on the post-test results, it can be concluded that the experimental groups had better results than the control group. The study supports the hypothesis that sharing tasks in virtual networks can have positive results for language learning, specifically grammar learning.
Źródło:
Teaching English with Technology; 2017, 17, 2; 29-41
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Gamified mobile-assisted formative assessment for reviving undergraduate learners’ overall language proficiency: a quasi-experimental study
Autorzy:
Yassin, Baderaddin
Abdulgalil Abugohar, Mohammed
Powiązania:
https://bibliotekanauki.pl/articles/2087263.pdf
Data publikacji:
2022
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
English Language Learners (ELLs)
Mobile-Assisted Language Learning (MALL)
Formative Assessment
Oxford Placement Test (OPT)
Adult Learning
Opis:
The lack of opportunities to practice the English language outside the English as a Foreign Language (EFL) classroom can prevent English language learners (ELLs) from promoting their language proficiency to high standards. This lack makes the progress from one level of English to the next one a hard mission for Arab students. Subsequently, students’ mastery of the English language is often not expected to occur without frequent practice and organized formative assessment. To enrich such methods of assessment, a mobile-assisted language learning (MALL) technique was adopted in a classroom formative assessment for holistic language proficiency of listening, vocabulary, and grammar to determine whether it would make a difference in results. For fourteen weeks, this quasi-experiment consisting of a pre-post-test one group design was carried out over two cycles of seven weeks each, with 598 participants. During the experiment, students practiced formative assessment conventionally during the first cycle, while this assessment was done with the medium of two mobile apps: Kahoot and Quizizz during the second cycle. The results of the Oxford Placement Test (OPT), replicated as the pre-test and post-test, indicated that mobile-assisted formative assessment resulted in a statistically-significant positive influence of using mobile apps on students’ overall language proficiency.
Źródło:
Teaching English with Technology; 2022, 22, 2; 69-89
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Using Augmented Reality (AR) as an authoring tool in EFL through mobile computer-supported collaborative learning
Autorzy:
Belda-Medina, Jose
Powiązania:
https://bibliotekanauki.pl/articles/2087315.pdf
Data publikacji:
2022
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
Augmented Reality
attitudes
creative skills
collaboration
language learning
Opis:
Several studies have been published to date about the use of Augmented Reality (AR) as a breakthrough technology in education, but most of them focused on the impact of using prepackaged information on student motivation and engagement. This paper analyzes the affordances and limitations of AR in second language learning, emphasizing its potential as transformative rather than delivery technology in teacher training programs. The novelty of this research is that it examines the attitudes and creative skills of pre-service teachers to meaningfully integrate AR-based projects aimed at teaching English from a Computer-Supported Collaborative Learning model. The sample size was 229 Education students from the University of Alicante (Spain), who created 47 vision-based and location-based projects through different authoring tools, and utilized them to teach English to children. Quantitative and qualitative data were gathered through a pre-post-test, teaching experience videos and class debates. The research findings revealed that the teacher candidates lack practical training in AR content creation and implementation from a technological and pedagogical perspective, but their attitudes towards AR integration as transformative technology were very positive, particularly regarding student attention, collaboration and shared enjoyment. Spearman’s Rho correlation coefficient also demonstrated a relationship between positive attitudes towards AR integration in EFL and the level of difficulty perceived by participants.
Źródło:
Teaching English with Technology; 2022, 22, 2; 115-135
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 21

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