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Tytuł:
AUGMENTING THE READING CURRICULUM: ALTERNATIVE VIDEO TECHNOLOGY STRATEGIES
Autorzy:
Hewgley, Gary Dean
Powiązania:
https://bibliotekanauki.pl/articles/955863.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
video
reading instruction
Opis:
Students often struggle throughout the reading process and are not aware of how they are reading. While reading instruction dialogue has been around for many years, it has mostly focused on traditional face-to-face methods of modeling and feedback. Technology can play a role in reading instruction by offering teachers and students the option of using video to help motivate students to read, to showcase student readings, as well as to show students what they are doing as they read. This study will present and review strategies using readingcasts, dramatic read-alongs, digital booktalks, recorded video of students reading for feedback, and video feedforwarding.
Źródło:
Teaching English with Technology; 2015, 15, 4; 44-51
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
LITERACY EDUCATION IN THE DIGITAL AGE: USING BLOGGING TO TEACH WRITING
Autorzy:
Tanti, Miriam
Powiązania:
https://bibliotekanauki.pl/articles/941242.pdf
Data publikacji:
2012
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
blogging
writing instruction
literacy
Opis:
Through an in-depth and detailed analysis of one specific case, this study demonstrated that digital technologies, for example, blogging, wikis and social networking, have a role to play in the development of literacy skills in the primary classroom. The findings from this study suggest, that in this instance blogging was successfully integrated into teaching and learning sequences to achieve numerous English syllabus writing outcomes. This study also demonstrated that, in addition to the development of traditional literacy skills, concerned mainly with the ability to construct “well structured and well presented” (BOS, 2007, p37) texts, the collaborative use of the classroom blog provided students with the means to develop critical literacy skills in relation to interacting with an audience and each other (BOS, 2007).
Źródło:
Teaching English with Technology; 2012, 12, 2; 132-146
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
KAHOOT IT OR NOT? CAN GAMES BE MOTIVATING IN LEARNING GRAMMAR?
Autorzy:
Zarzycka-Piskorz, Ewa
Powiązania:
https://bibliotekanauki.pl/articles/955501.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
gamification
Kahoot
grammar instruction
Opis:
Gamification is not a very new concept. It is the use of game elements and game design techniques in a non-game context. It is used in various contexts for various purposes. There is strong evidence that shows the relationship between game playing and increased motivation. More and more learning games emerge and bring a promise to help to learn a language. There are certain game elements that could be used in non-game contexts to trigger effective player engagement as well as persistence and motivation to win/learn. The paper outlines the influence of specific game elements onto players, presents the motivational aspects of game involvement, and investigates what game elements could be responsible for increasing motivation to participate and engage in a grammar learning game. All of these are investigated on the example of a Kahoot.it online game, which was used with the General English language course students attending the classes in The Modern Languages Centre at the Pedagogical University, Cracow, Poland. The main objective of the research paper is to observe and assess how the students’ motivation increases – if – to learn and practise grammar and how effective this mode of learning is. It also presents the teachers’ evaluation of the design process, its implementation and recommendations for further use.
Źródło:
Teaching English with Technology; 2016, 16, 3; 17-36
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
AN INNOVATIVE ALTERNATIVE TO PROVIDING WRITING FEEDBACK ON STUDENTS’ ESSAYS
Autorzy:
Hynson, Yvonne T.A.
Powiązania:
https://bibliotekanauki.pl/articles/941299.pdf
Data publikacji:
2012
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
screencasts
feeback
writing instruction
Opis:
Over three semesters screen casts were successfully used with Elementary English language learners for writing feedback and peer learning. As a result, accuracy improved and students were more engaged in redrafting. Amongst improvements noted were all the students started passing their final writing assessments. Screen casts have conventionally only been used for scaffolding instructions or content. As well as allowing greater autonomous learning and increasing peer learning, it is postulated this methodology actually reduces the teacher’s work load and is as efficient as audio or handwritten feedback.
Źródło:
Teaching English with Technology; 2012, 12, 1; 53-57
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
THE EFFECT OF FLIPPED CLASSROOM INSTRUCTION IN WRITING: A CASE STUDY WITH IRAQI EFL LEARNERS
Autorzy:
O. Qader, Ramyar
Arslan, Fadime Yalcin
Powiązania:
https://bibliotekanauki.pl/articles/955462.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
Flipped Classroom Instruction
English as a foreign language
traditional instruction
writing skills
Opis:
The purpose of this study is to examine the effect of Flipped Classroom Instruction (FCI) on Iraqi EFL learners’ writing skills. Participants included 66 students in the College of Languages English Department at Salahaddin University. The study employed a mixed method of data collection, utilizing pre-and post-writing tests as well as a questionnaire for both groups and interviews conducted with the experimental group. Findings indicated that a statistically significant difference existed between the control and experimental groups and, more specifically, the students of the experimental group performed better on the writing tests than the students of the control group. The majority of the learners’ attitudes towards FCI were positive.
Źródło:
Teaching English with Technology; 2019, 19, 1; 36-55
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
THE UTILITY OF BLENDED LEARNING IN EFL READING AND GRAMMAR: A CASE FOR MOODLE
Autorzy:
Bataineh, Ruba Fahmi
Mayyas, Mais Barjas
Powiązania:
https://bibliotekanauki.pl/articles/955650.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
EFL
grammar instruction
Moodle
reading comprehension
Opis:
This study examines the effect of Moodle-enhanced instruction on Jordanian EFL students’ reading comprehension and grammar performance. The study uses a quasi-experimental, pre-/post-test design. A purposeful sample of 32 students, enrolled in a language requirement course at a Jordanian state university, was randomly divided into an experimental group (n=17) and a control group (n=15). The former used blended learning in which Moodle supplemented in-class instruction whereas the latter used in-class instruction only. Using means, standard deviations, ANCOVA and MANCOVA, the analysis revealed that the experimental group outperformed the control group (at α = 0.05) in both reading comprehension and grammar.
Źródło:
Teaching English with Technology; 2017, 17, 3; 35-49
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
INDIVIDUAL OR COLLABORATIVE WHATSAPP LEARNING? A FLIPPED CLASSROOM MODEL OF EFL WRITING INSTRUCTION
Autorzy:
Arifani, Yudhi
Asari, Slamet
Anwar, Khoirul
Budianto, Langgeng
Powiązania:
https://bibliotekanauki.pl/articles/955783.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
flipped instruction
collaborative writing
WhatsApp
cohesion
Opis:
Flipped classroom innovation has attracted the attention of English Language Teaching (ELT) researchers to examine its effectiveness. This inquiry, therefore, elaborates on the effect of flipping (i.e. reversing) individual and collaborative instruction using a WhatsApp application on the cohesive ability of English as a Foreign Language (EFL) learners as one of the essential elements of writing skills. A quasi-experimental study with a non-equivalent control group and a pre-test/post-test design was implemented to find any significant difference between the two combinations. The first group (N=25) was treated using 5 to 10 minutes of cohesion-based video materials and tasks from the WhatsApp group activities of the group members. Meanwhile, the second group (N=25) was treated similarly using individual WhatsApp activities. The findings reveal that the mean score from the collaborative group at 66.17 is higher than the mean score of individual ones at 50.19 with a level of significance <0.05. This means that teaching the topic of cohesion in writing using a flipped approach instruction model through the WhatsApp group turns out to be more effective than the individual one. The results suggest that teaching cohesion using a flipped approach through collaborative WhatsApp learning activities may serve as one of the suitable alternatives to improve EFL learners’ cohesion in writing.
Źródło:
Teaching English with Technology; 2020, 20, 1; 122-139
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
REVISION BY EXPERTS AS A STRATEGY FOR THE IMPROVEMENT AND VALIDATION OF LAMS UNITS
Autorzy:
Urgal, Candela Contero
Castaño, Antonio Brenes
Gómez, Gregorio Rodríguez
Ruiz, Miguel Ángel Gómez
Noche, Beatriz Gallego
Powiązania:
https://bibliotekanauki.pl/articles/569410.pdf
Data publikacji:
2012
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
LAMS development
foreign languages
speaking instruction
Opis:
After concluding the design of our didactic unit “My First International Congress” in LAMS format and putting it into practice with our students, we intended to improve its didactic possibilities through the execution of an analysis by experts on language teaching. The collection of data on the assessment and perception of the experts of our unit, the analysis of these data and the results confirmed that tools such as LAMS can be quite useful in the teaching of Foreign Languages. However, it also showed that LAMS should provide teachers with devices with which students could work synchronic speaking interaction.
Źródło:
Teaching English with Technology; 2012, 12, 2; 147-164
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
WHILE CURIOSITY KILLED THE CAT ... WASN’T IT SATISFACTION THAT BROUGHT IT BACK? – EAPQUEST AS A MODIFIED VERSION OF WEBQUEST IN THE CONTEXT OF UNIVERSITY TEACHING
Autorzy:
Burzyńska, Kamila
Powiązania:
https://bibliotekanauki.pl/articles/955931.pdf
Data publikacji:
2012
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
EAP Quest
writing instruction
materials design
Opis:
The Internet provides a powerful digital learning environment for language acquisition and noticing. Thus implementation of challenging tasks to be solved by exploring the Web may sound appealing. The primary idea of the WebQuest project emphasizes data collection. The idea of the TalenQuest, however, goes beyond this traditional concept so as to draw on the richness of both ELT materials and authentic resources in terms of the target language. Consequently, TalenQuest activities may constitute effective SLA activities. Doing a web-based second language research should therefore result in enhancing one’s language areas and developing language skills. Taking all the possible advantages which may derive from taking part in a TalenQuest project into account, the implementation of this activity format in university contexts seems justified. There is a need, nevertheless, to customize the idea of TalenQuest for academic language learning specifically. Such an activity format, the EAPQuest, may have educational and motivational value especially when learners are confronted with tasks they find challenging. Writing an academic essay definitely matches the description. The aim of the article is therefore to present the concept of the EAPQuest as a motivating tool to train web-related language skills. Furthermore, an EAPQuest is sketched so as to illustrate a sample procedure. This may serve as a stimulus for designing materials and applying similar procedures into one’s own learning environment.
Źródło:
Teaching English with Technology; 2012, 12, 4; 48-67
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
THE EFFECTS OF ONLINE WRITING EVALUATION PROGRAM ON WRITING CAPACITES OF KOREAN STUDENTS
Autorzy:
Shim, Yae Jie
Powiązania:
https://bibliotekanauki.pl/articles/941172.pdf
Data publikacji:
2013
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
Criterion
automated error-correction program
writing instruction
Opis:
The error-correction program Criterion provides students with an immediate essay feedback using tools that can analyze and review writing automatically. This feedback covers grammar, usage, mechanics, style, organization, and development. With its diagnostic tools for scoring essays and offering relevant feedback, the error-correction program provides a way to speed up the otherwise time-consuming process of essay composition and evaluation. The usefulness of the error-correction program is highlighted by analyzing the extent to which it helps second language learners improve their writing abilities, with a focus on the degree of student improvement caused by the program’s prompts from the first draft to the final essay submission. The purpose of this study is to determine the extent to which second language learners can improve their writing capacities using a specific set of online instruction materials, the error-correction program online essay writing tool in a group of 96 university students at the intermediate level of English.
Źródło:
Teaching English with Technology; 2013, 13, 3; 18-34
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Does dyned affect students’ attitudes and language skills in EFL? A case study
Autorzy:
Shaikh, Güler
Koçak, Ömer
Göksu, İdris
Powiązania:
https://bibliotekanauki.pl/articles/2097401.pdf
Data publikacji:
2021
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
CALL
DynEd
EFL
computer-assisted instruction
language skills
Opis:
Computer-assisted language learning (CALL) is one of the developing approaches that can assist to improve the language skills (reading, writing, listening) of students in English as a foreign language (EFL). CALL has been used to teach EFL learners through language drills or skills practice to stimulate discussion and interaction, or as a tool to improve writing and research. This study aims to point out the effects of DynEd on attitudes and language skills in EFL of middle school students in Turkey. The study contributes to the area of EFL learning and fosters students’ perceptions of EFL. The sample of this study, which utilized an ex-post facto design, recruited 136 middle school students as participants. According to the results, it can be said that, in addition to the conventional teaching environment, the use of DynEd significantly improved both the language skills and attitudes of the students in EFL. However, DynEd did not make any difference in students’ attitudes towards EFL according to grade level and gender. Moreover, students using DynEd have expressed positive views about DynEd.
Źródło:
Teaching English with Technology; 2021, 21, 1; 75-93
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
EFFECT OF GLOGSTER AND COOPERATIVE LEARNING DIFFERENTIATED INSTRUCTION ON TEACHERS’ PERCEPTIONS
Autorzy:
Awada, Ghada M.
Faour, Kawthar H.
Powiązania:
https://bibliotekanauki.pl/articles/569399.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
Active learning
cooperative learning
differentiated instruction
Glogster
ICT
Opis:
The present study investigated the effectiveness of the Glogster and cooperative learning as differentiation models of English as a second/foreign language (ESL/EFL) and Science projects. The study employed a mixed method study design whereby questionnaire and open-ended interview were incorporated to elicit the required data. Eighteen teachers along with eighteen intact classes (n=374) of grade 8 learners of English as a foreign language were randomly assigned to control and experimental conditions. The researchers collected open-ended data with the intent of understanding the meaning Science and English teachers have constructed and how they perceived differentiated instruction upon using the Glogster and cooperative learning in conducting and presenting projects. The findings proved that utilizing Glogster and cooperative learning as multifeatured model could improve students’ English and Science projects and enhance Science and English language teachers’ perceptions of differentiated instruction.
Źródło:
Teaching English with Technology; 2018, 18, 2; 93-114
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
THE IMPACT OF STORYTELLING TECHNIQUES THROUGH VIRTUAL INSTRUCTION ON ENGLISH STUDENTS’ SPEAKING ABILITY
Autorzy:
Khodabandeh, Farzaneh
Powiązania:
https://bibliotekanauki.pl/articles/955429.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
oral language
storytelling
summarizing
social networks
virtual instruction
Opis:
This study examines the effect of storytelling through the use of Telegram on oral language of English foreign language (EFL) students. To this end, thirty English students aged 18 to 21 took part in the research. Before the treatment, they were interviewed by two instructors and were graded as low-proficient speakers of English. The selected participants were assigned randomly into two homogeneous groups of control (n=15) and experimental (n=15). The instructor taught four stories to both groups through the online class. The participants of the experimental group were supposed to summarize the retold stories while the participants of the control group answered the comprehension questions of the stories. All the participants were to record their voices and share them in their groups and their peers were supposed to listen to the speaker and post their comments. After the treatment, two instructors interviewed all the participants. The results of the comparison of the first and the second interview confirmed the positive effect of storytelling and answering the questions on the Telegram. The findings of this study may help the learners to enhance their English speaking skills.
Źródło:
Teaching English with Technology; 2018, 18, 1; 24-36
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Online English for academic purposes instruction in the context of Iran: exploring the instructor element
Autorzy:
Dashtestani, Reza
Powiązania:
https://bibliotekanauki.pl/articles/2096319.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
attitudes
challenges
digital literacy
EAP
EAP instructors
online instruction
Opis:
Online learning has become a highly effective tool for many language learning institutions and educational environments. However, very limited attention has been directed towards the teacher element in online learning environments in ESP/EAP instruction. To fill this gap, this study investigated the attitudes of 91 Iranian EAP instructors towards the implementation of online EAP instruction. A mixed-methods design was employed in this study, with both semi-structured interviews and questionnaires used to examine the participants’ perspectives. The findings of the study revealed that the majority of the participants hold positive attitudes towards the implementation of online EAP instruction while they are fully aware of the challenges and obstacles to the implementation of online EAP instruction in the Iranian context. Several limitations, including the lack of online EAP teacher training, the lack of facilities for online learning implementation, low digital literacy levels of instructors and students, and the lack of online instruction infrastructures were identified and reported. The participants also pointed out several practical measures and suggestions in order to pave the way for incorporating online EAP instruction which can be considered by EAP policy-makers and course designers. The study can have practical and theoretical implications for the renewal of EAP instruction in Iran and in other countries.
Źródło:
Teaching English with Technology; 2020, 20, 5; 23-37
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
THE IMPACT OF ASYNCHRONOUS COMPUTER-MEDIATED INSTRUCTION (CAI) ON EFL LEARNERS’ VOCABULARY UPTAKE ACROSS DIFFERENT PROFICIENCY LEVELS
Autorzy:
Ajabshir, Zahra Fakher
Sadeghi, Karim
Powiązania:
https://bibliotekanauki.pl/articles/955801.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
asynchronous CALL
computer-assisted instruction (CAI)
hypertext annotations
vocabulary uptake
Opis:
This study investigated the effect of computer-assisted instruction (CAI) on adult second language (L2) learners’ vocabulary recognition and production across high and low proficiency levels. Seventy-four participants were assigned to experimental (CAI) and control groups. All participants in the CAI group were categorized into high and low proficiency levels, based on their L2 vocabulary knowledge. The treatment lasted for one semester, 16 sessions, during which 16 passages were covered. While the CAI group individually worked on the passages uploaded on the CALL software, enhanced with hypertext annotations, the control group read the same passages through traditional teacher-directed instruction. The comparison of vocabulary recognition and production pretest and post-test scores revealed the significant effect of CAI on L2 learners’ vocabulary uptake in the immediate and delayed post-tests. While no significant differences were found between the high and low proficiency participants in terms of their improvement from production pretest to the post-test, lower-level participants revealed more vocabulary recognition gains. The findings have pedagogical implications for L2 teachers, practitioners, and courseware designers in that they can rely on CALL software as a viable scaffolding tool for L2 vocabulary growth.
Źródło:
Teaching English with Technology; 2019, 19, 3; 68-89
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
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