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    Wyświetlanie 1-14 z 14
    Tytuł:
    Using EASE: Seminar Skills 1: Presentations to improve presentation skills
    Autorzy:
    Zou, Bin
    Powiązania:
    https://bibliotekanauki.pl/articles/569560.pdf
    Data publikacji:
    2008
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    CALL software
    review
    presentation skills
    Opis:
    software review
    Źródło:
    Teaching English with Technology; 2008, 8, 3
    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:
    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:
    AN EXPERIMENTAL STUDY OF SUBTITLED ONLINE VIDEO SUPPORTING THAI STUDENTS LEARNING ENGLISH IT CONTENT
    Autorzy:
    Angkananon, Kewalin
    Wald, Mike
    Powiązania:
    https://bibliotekanauki.pl/articles/569509.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    English skills
    cloud computing
    online learning
    online video
    Opis:
    This research study investigated whether the innovation of online video media spoken in both Thai and English with appropriate subtitles improved English skills for new students in Business Computing at Suratthani Rajabhat University. Ninety two students were split equally between an experimental group using video online media for learning and a control group learning the same content face-to-face in the classroom. Evaluation was conducted through achievement and satisfaction tests. Trials of the instructional media by 33 students with a range of English skills helped to improve it. At the end of the learning period all students using the video online media passed the achievement test standard but only 54% of the control group passed. There was no significant difference between the pre-test scores of the two groups. The post-test scores showed that the experimental group had a significantly higher average score (23.39) than the control group (14.89) at the p level of 0.05. The achievement test results of the experimental group (listening = 3.98, reading =3.89, writing = 3.93, speaking = 3.91, discussion =3.91, presenting = 3.87) were significantly higher than the control group (listening = 2.94, reading =3.07, writing = 2.72, speaking = 1.93, discussion =2.20, presenting = 2.20) at the p level of 0.01 in every English skill. The students’ satisfaction for the innovation rated out of 5 was at a high level overall (4.54), the students were satisfied with the innovation (4.67), the innovation was interesting (4.63), and the innovation was easy to understand (4.28).
    Źródło:
    Teaching English with Technology; 2018, 18, 4; 48-70
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    BEST PRACTICES IN USING VIDEO TECHNOLOGY TO PROMOTE SECOND LANGUAGE ACQUISITION
    Autorzy:
    McNulty, Anastassia
    Lazarevic, Bojan
    Powiązania:
    https://bibliotekanauki.pl/articles/941204.pdf
    Data publikacji:
    2012
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    ESL
    language acquisition
    video technology
    pronunciation
    presentation skills
    Opis:
    Inclusion of technology in the process of second language acquisition has always been a priority for both teachers and theoreticians. This paper reviews the current trends in using video-based language instruction in K-12 educational settings. Although it has been demonstrated for many years that the use of video as an instructional medium provides unique learning qualities, it has not been entirely embraced by high school English as a Second Language (ESL) teachers. Furthermore, recent advancements of digital video (low cost equipment and editing software) and Web-based video sharing services provide remarkable possibilities for supporting a variety of learning activities in ESL classrooms. Yet, classroom practice in using video technology has not gone too far beyond simple viewing and listening to video content for eliciting discussion among ESL students. This paper particularly highlights the role of video in the process of improving student pronunciation and presentation skills. The authors described a week-long classroom video-based project conducted at a Midwestern High School. The best examples of classroom practices and student activities were discussed. The most prominent observations of this project were that the video-based ESL activities contributed to the overall learning motivation and the enhancement of pronunciation skills. Finally, the authors discuss some potential issues and instructional implications of utilizing video technology in K-12 settings.
    Źródło:
    Teaching English with Technology; 2012, 12, 3; 49-61
    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
    Tytuł:
    CHALLENGING EFL STUDENTS TO READ: DIGITAL READER RESPONSE TASKS TO FOSTER LEARNER AUTONOMY
    Autorzy:
    Pasaribu, Truly Almendo
    Powiązania:
    https://bibliotekanauki.pl/articles/955401.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    digital reader responses
    reading skills
    learner autonomy
    e-posters
    Opis:
    Reading and technology are believed to have a strong link with learner autonomy. This research aims at investigating how digital reader response tasks in a reading class promote learner autonomy. The students were given reader response tasks which challenged them to respond to texts using digital infographic and presentation tools in Moodle forum. The data of this case study, collected from questionnaires, online records, and reflections involving 25 participants, were analyzed based on the domains of autonomy. The findings indicated that digital reader response tasks in a Moodle-based reading class enabled learners to plan, execute, and evaluate their own learning. The findings also showed that these online tasks did not only motivate learners to engage in meaningful language learning experience, but also encouraged them to nurture social dimensions of autonomy.
    Źródło:
    Teaching English with Technology; 2020, 20, 2; 21-41
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    PECHA KUCHA STYLE POWERPOINT PRESENTATION: AN INNOVATIVE CALL APPROACH TO DEVELOPING ORAL PRESENTATION SKILLS OF TERTIARY STUDENTS
    Autorzy:
    Murugaiah, Puvaneswary
    Powiązania:
    https://bibliotekanauki.pl/articles/955894.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    Pecha Kucha
    PowerPoint presentation
    oral presentation skills
    tertiary students
    Opis:
    In computer-assisted language learning (CALL), technological tools are often used both as an end and as a means to an end (Levy & Stockwell, 2006). Microsoft PowerPoint is an example of the latter as it is commonly used in oral presentations in classrooms. However, many student presentations are often boring as students generally read from text-heavy PowerPoint slides. Such presentations do not assist students in developing their oral presentation skills. Pecha Kucha (PK) is an innovative and creative PowerPoint presentation format that can help to overcome this. It features the use of twenty slides containing visuals with minimal text that are presented in twenty seconds. This study reports on the use of the PK presentation format to enhance the development of second language (L2) oral presentation skills among tertiary students at Universiti Sains Malaysia. It was carried out among thirty distant learners who worked in groups to complete a task-based activity using the PK format. Data were gathered from students’ focus group interview responses as well as the researcher’s observations to inform the impact of this format on the development of presentation skills and the challenges faced in employing it. Findings revealed that while the format is functional in supporting collaborative learning and fostering L2 oral presentation skills, it posed challenges to students with low proficiency levels. To maximise the potential benefits of PK as a CALL strategy, this study, therefore, suggests the inclusion of more pedagogical support and training.
    Źródło:
    Teaching English with Technology; 2016, 16, 1; 88-104
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    EXTENSIVE LISTENING PRACTICE OF EFL LEARNERS WITH AUTHENTIC ENGLISH VIDEOS
    Autorzy:
    Metruk, Rastislav
    Powiązania:
    https://bibliotekanauki.pl/articles/569393.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    authenticity
    listening skills
    video sharing sites
    EFL learner
    English videos
    Opis:
    The present study investigates the self-reported frequency of watching authentic English videos by university EFL students with the intent of practicing listening comprehension skills. The subjects, 37 Slovak university students, were divided into two groups: 17 first-year B.A. students and 20 first-year M.A. students with the same major Teaching Training: English Language and Literature. Both groups filled in a questionnaire regarding their watching of authentic English videos. The findings suggest that both groups of subjects reported viewing English videos either every day or every other day, which could be considered extensive listening practice. The subjects seem to watch videos on video sharing websites and social networking websites fairly frequently as the majority of B.A. and M.A. students chose every day or every other day options in the questionnaire. Moreover, the participants considered practicing listening outside classroom through viewing English videos as beneficial to the development of their listening skills. This indicates that watching authentic English videos should have a place in EFL learning.
    Źródło:
    Teaching English with Technology; 2018, 18, 4; 3-19
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    ESP STUDENTS’ VIEWS ON ONLINE LANGUAGE RESOURCES FOR L2 TEXT PRODUCTION PURPOSES
    Autorzy:
    Kozlova, Inna
    Presas, Marisa
    Powiązania:
    https://bibliotekanauki.pl/articles/941171.pdf
    Data publikacji:
    2013
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    text production
    L2
    reference skills
    dictionary
    problem-solving
    attitude
    Opis:
    The use of online language resources for L2 text production purposes is a recent phenomenon and has not yet been studied in depth. Increasing availability of new online resources seems to be changing the very nature of L2 text production. The traditional dictionary, hitherto a default resource to help with language doubts, is being left behind while online resources are taking the lead. What are these resources? Do students need any specific training on how to use them? At what moment of L2 text production do students wish to resort to resources? Rather than analysing the usefulness of a specific kind of resource, this paper focuses on the students’ perceived needs. In particular, we would like to see to what extent our students are open to using language resources, if they are willing to master their use and, finally, if they use resources properly, which is with cognitive implication behind.
    Źródło:
    Teaching English with Technology; 2013, 13, 3; 35-52
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    LEARNING DESIGNS AND THE DEVELOPMENT OF STUDY SKILLS: REUSE AND COMMUNITY PERSPECTIVES
    Autorzy:
    Walker, Simon
    Masterman, Liz
    Powiązania:
    https://bibliotekanauki.pl/articles/941256.pdf
    Data publikacji:
    2009
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    Learning Design
    Reuse
    Study Skills
    Communities of Practice
    Professional Learning Communities
    Opis:
    This paper takes as its starting-point the role of reusable learning designs and of practitioner communities in disseminating effective pedagogic practice. The authors note the findings of previous research indicating a gap between teachers’ stated intention to reuse others’ materials and the practicalities of reuse, and comment on the shortcomings of both Wenger’s communities of practice and Hung and Nichani’s quasi-communities as models of the types of community that might foster the reuse of learning designs. They suggest that another model is needed to address the ‘scaffolding’ of teachers into the practice of sharing. To explore both themes, the authors then present an investigation into the reusability of learning designs. This was set in the context of a regional initiative, within the London Borough of Greenwich, to support students’ development of study skills through blended learning. Questions raised by the findings include the cost-benefits of adaptation versus creation of one’s own learning designs, and the reusability of designs created ‘in the abstract.’ The authors conclude by introducing the CAMEL model of collaboration as a potential means to overcome the discrepancy between the theory and reality of reuse through establishing relationships of trust mediated by both online and face-to-face communication.
    Źródło:
    Teaching English with Technology; 2009, 9, 2; 16-31
    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:
    21st CENTURY LEARNING SKILLS AND AUTONOMY: STUDENTS’ PERCEPTIONS OF MOBILE DEVICES IN THE THAI EFL CONTEXT
    Autorzy:
    Howlett, Graham
    Zainee, Waemusa
    Powiązania:
    https://bibliotekanauki.pl/articles/955465.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    mobile devices in EFL context
    MALL
    21st century learning skills
    learner autonomy
    Opis:
    This study examined the extent to which English as a Foreign Language (EFL) high-school students believed mobile devices increase learning and learner satisfaction in the Thai school/classroom context, and whether they are prepared for autonomous learning using these devices. The participants were 277 students in eight high-schools in Southern Thailand who completed a questionnaire constructed around the core competencies of 21st century learning skills and autonomous traits in relation to mobile device use. The findings indicated that students had access/ability to use mobile devices, and either agreed/strongly agreed that mobile devices increase their learning potential and satisfaction, suggesting they are ready for autonomous learning using mobile devices in partnership with their 21st century learning skills. Recommendations are made for teachers and policy-makers to allow students to complement their learning using mobile devices.
    Źródło:
    Teaching English with Technology; 2019, 19, 1; 72-85
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    THE IMPACT OF COMPUTER-MEDIATED COMMUNICATION ENVIRONMENTS ON FOREIGN LANGUAGE LEARNING: A REVIEW OF THE LITERATURE
    Autorzy:
    Mahdi, Hassan Saleh
    Powiązania:
    https://bibliotekanauki.pl/articles/941152.pdf
    Data publikacji:
    2014
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    computer-mediated communication (CMC)
    benefits of CMC
    factors affecting CMC
    language skills
    CMC environments
    Opis:
    This article reviews the literature on the implementation of computer-mediated communication (CMC) in language learning, aiming at understanding how CMC environments have been implemented to foster language learning. The paper draws on 40 recent research articles selected from 10 peer-reviewed journals, 2 book chapters and one conference proceeding. It investigates the studies that have dealt with the CMC environments used for language learning, in particular the benefits of CMC in language learning; factors affecting the use of CMC in language learning, and current CMC environments used for language learning (such as emails, wikis, YouTube, Facebook). The review discusses the findings of these studies and suggests guidelines for future research studies in this area. It concludes that further studies are necessary to investigate how language teachers can integrate CMC environments and organize suitable tasks. Also, further studies are necessary to determine the principles that are required to implement CMC in language learning.
    Źródło:
    Teaching English with Technology; 2014, 14, 2; 67-86
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-14 z 14

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