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    Wyświetlanie 1-5 z 5
    Tytuł:
    GENDER AND EFL WRITING: DOES WHATSAPP MAKE A DIFFERENCE?
    Autorzy:
    Bataineh, Ruba Fahmi
    Al-Hamad, Raghda Fayez
    Al-Jamal, Dina Abdulhameed
    Powiązania:
    https://bibliotekanauki.pl/articles/569239.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    WhatsApp
    gender
    writing performance
    Opis:
    WhatsApp is a potentially influential informal learning tool that may be used on the go. This study examines its potential utility in EFL writing with special reference to gender. The treatment encompasses a WhatsApp-based instructional program designed specifically to help develop writing performance, along the aspects of content and ideas, organization and mechanics, vocabulary, and language use, among 98 Jordanian eleventh-grade students. The participants were divided into two experimental groups, one male and one female, taught through WhatsApp. The data were collected by means of a pre-/ post-test whose analysis revealed improved writing performance, more for female participants than for their male counterparts.
    Źródło:
    Teaching English with Technology; 2018, 18, 2; 21-33
    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:
    USING WHATSAPP TO EXTEND LEARNING IN A BLENDED CLASSROOM ENVIRONMENT
    Autorzy:
    Annamalai, Nagaletchimee
    Powiązania:
    https://bibliotekanauki.pl/articles/955438.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    WhatsApp
    instant messaging
    Computer-Mediated Communication
    Opis:
    This study explored the use of WhatsApp chat group as a platform for extending learning in a blended learning classroom with a small group of undergraduates in the Malaysian context. The aim was to provide learners with the opportunity to reflect the strengths and challenges of using the WhatsApp as an extended learning platform. The students’ reflections were further supported by the online interaction archives. Findings revealed that the majority of the students expressed the preference for WhatsApp in their reflections. However, certain problems were also identified in this study. Based on the findings the study has outlined certain pedagogical implications that can be a guide for the future use of apps in teaching and learning activities.
    Źródło:
    Teaching English with Technology; 2019, 19, 1; 3-20
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Enhancing EAP learners’ academic vocabulary learning: an investigation of WhatsApp-based reporting and receiving activities
    Autorzy:
    Arifani, Yudhi
    Jumadi
    Powiązania:
    https://bibliotekanauki.pl/articles/2087159.pdf
    Data publikacji:
    2021
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    WhatsApp-based reporting
    receiving activities
    academic vocabulary
    EAP learner
    Opis:
    Previous studies have indicated inconsistencies in utilizing the mobile application known as WhatsApp in academic vocabulary learning. This study attempts to overcome those inconsistencies by addressing three research aims, namely a) to examine any significant difference of employing vocabulary learning between using WhatsApp-based reporting and receiving on the one hand, and traditional-based reporting and receiving strategies on the other; (b) to determine the best predictor of vocabulary learning, and (c) to draw learners’ attitudes among the four types of strategies. A mixed randomized experimental type of research with pre-test and post-test design as well as survey design has been consecutively applied for these purposes. The results of the study reveal that English Academic Purposes (EAP) learners who expand their academic vocabulary using WhatsApp-based reporting activities achieve better having been exposed to these three different treatments. Learners’ endeavours to find out the mixed Indonesian-English vocabulary definitions by themselves, followed by reporting these to their teacher using WhatsApp turn out to be the best vocabulary learning predictor. Learners’ attitudes observed in this cohort also show positive responses. Since the aspect of familiarity with academic vocabulary learning is not incorporated into this study, future researchers may find filling up this lacuna worth pursuing
    Źródło:
    Teaching English with Technology; 2021, 21, 4; 51-75
    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
      Wyświetlanie 1-5 z 5

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