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This document outlines a research study exploring the effectiveness of using computer games for vocabulary learning among tertiary students in Malaysia. The study aims to examine students' vocabulary learning strategies, the impact of computer games on learning performance, and student perceptions of using games. It will employ a longitudinal survey design with pre- and post-tests to measure changes in a sample of students from the Art and Engineering programs at Uitm university. Data will be collected through questionnaires using a Likert scale and vocabulary tests.
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This presentation outlines a plan for integrating technology into a kindergarten sheltered instruction classroom to support English language learners. It proposes using websites and apps to help demonstrate concepts, build vocabulary, and provide feedback. Several classroom scenarios are described where tools like Starfall, Sight Words, and Learn English Kids could be used to help students with reading assignments, spelling, and receiving feedback on quizzes. The presentation concludes that the featured technology can assist English learners and support the Sheltered Instruction Observation Protocol model.
The Effects of Communicative Language Teaching approach (CLT) on Grammar Teac...
Grammar Translation Method or GTM, which greatly supports students for grammar-based written tests,
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interesting ways. Lately, many studies have found that teaching and learning grammar in communicative contexts
helps students gain better level of language proficiency especially more fluent and accurate speaking skill. Therefore,
this paper aims to evaluate the impact of CLT in grammar instruction for first year English majored students at Dong
Nai Technology University. In addition, how students respond to the lessons instructed by CLT method is also fully
described in the paper. The results show that CLT approach brings many benefits for EFL students. Moreover, students
gain strong motivation and positive attitude through the lessons with CLT
The Effects of Communicative Language Teaching approach (CLT) on Grammar Teac...
The document discusses the effects of using a Communicative Language Teaching (CLT) approach for teaching grammar to English students in Vietnam. It finds that using CLT brings several benefits: it provides more opportunities for communication in class, helps students develop both grammatical competence and speaking skills, and increases student motivation and enjoyment of grammar lessons. A study was conducted with English major students where CLT methods were used for seven weeks of grammar instruction. Results from pre- and post-tests showed that both traditional and CLT approaches improved students' grammar knowledge, but student questionnaires indicated that CLT lessons were more engaging and better supported the development of communication abilities. Therefore, the study concludes that CLT is an effective approach for teaching grammar.
Learning Objects Tesol 2010
The document summarizes a presentation about using learning objects (LOs) effectively in language classrooms. It defines LOs as small, self-contained, and reusable digital learning materials. It outlines the strengths of LOs, such as easy access and flexibility for teachers. It also discusses weaknesses commonly found in LOs, such as being time-consuming to create and overly focusing on discrete skills. The presenters developed their own bank of LOs to address these weaknesses. They incorporated the LOs into their classes in various ways and received positive feedback from students, especially that the LOs included different activity types and real-life English examples.
3063-Article Text-5922-1-10-20201217.pdf
This document reviews 10 journal articles on using the game-based learning platform Kahoot to enhance students' motivation to learn English as a second language. The studies generally found that Kahoot increased student engagement, participation, enjoyment and academic performance compared to traditional teaching methods. Most of the studies used quantitative methods like surveys, tests and statistical analysis to investigate the impact of Kahoot on motivation, learning and perceptions of using games in the classroom. The reviewed research concluded that gamified learning through Kahoot is an effective way to motivate English language learners.
3063-Article Text-5922-1-10-20201217.pdf
This document reviews research on using the game-based learning platform Kahoot to motivate students to learn English as a second language. Several studies have found that Kahoot can increase students' focus, participation, and motivation to learn. One study found students who used Kahoot performed better on reading tests compared to those who did not. Another study found undergraduate students generally had positive perceptions of using game strategies like Kahoot in their courses. The review aims to determine how Kahoot can enhance learners' motivation to learn English as a second language based on previous literature.
Attitudes of Students and Teachers towards Making English a Compulsory Pass i...
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4. vol 11 no 1 amirah husnun_photovoice_46.60 - copy
REGISTER JOURNAL has the perspectives of languages and language teachings. This journal aims at presenting and discussing some outstanding issues dealing with language and language teachings
This journal encompasses original research articles, and short communications, including:
Phonology
Morphology
Syntax
Semantics
Pragmatics
Psycholinguistics
Sociolinguistics
Discourse Analysis
Linguistics in Education
Linguistics in Literature
Language Acquisitions
English Language Teaching (ELT)
English as Second Language (ESL)
English as Foreign Language (EFL)
English for Specific Purpose (ESP)
Ict critical issues
This document discusses how learning management systems (LMS) can help link electronic learning materials directly to curricula. LMS are software that administer, track, and deliver educational courses online. They provide a digital space for documentation, tracking, and online delivery of materials. Examples include Google Classroom, Blackboard, and Moodle. While e-learning has advantages like expanded access and lower costs, it also has disadvantages like lack of interaction and feelings of isolation. Blended learning, which combines online and face-to-face learning, is presented as an alternative that can address some of e-learning's limitations.
Critical issues
The document discusses how learning management systems (LMS) can help link electronic learning materials directly to curricula. LMS are online platforms that allow teachers and students to manage coursework electronically. When used properly, LMS can facilitate blended learning by combining online and face-to-face instruction. However, barriers like lack of educational content aligned with curricula and technical issues can limit LMS effectiveness. Overall, LMS have potential to enhance learning if implemented properly with curriculum integration and educator support.
Learning for Fun: Strategies for Social Networking-Based Language Learning
Learning for Fun: Strategies for Social Networking-Based Language Learning Academic Research Publishing Group
Technology-mediated sociocultural practice requires the dynamic interplay of learner-users’ roles, learning contexts and technology tools. The behavioral intentions of users interact with the perceived features of these tools in enabling up-to-date personal experiences of leisure learning and social networking available online. The aim of this article is to explore the current perceptions among Malaysian university students about their daily learning strategies of English as a Second Language (ESL) via social networking. It initially makes use of the online surveys (quantitative self-reported questionnaire) that have been administered to final year Malaysian university students, ESL learners’ population of approximately 500 students. The result shows that there is obvious potential within these new media resources to empower Malaysian ESL learners with authentic learning potentials such as to communicate, practice and rehearse through the multiple identities and learning strategies they adopt in the virtual environment.Similar to chapter 1 (20)
The Effectiveness of Group Work Role Play on EFL Students’ Accuracy in Speaki...
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Effect of denis n games and on vocabulary learning and strategies
Effect of denis n games and on vocabulary learning and strategies
Sheltered instruction technology integration plan for kindergarten
Sheltered instruction technology integration plan for kindergarten
The Effects of Communicative Language Teaching approach (CLT) on Grammar Teac...
The Effects of Communicative Language Teaching approach (CLT) on Grammar Teac...
The Effects of Communicative Language Teaching approach (CLT) on Grammar Teac...
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Attitudes of Students and Teachers towards Making English a Compulsory Pass i...
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4. vol 11 no 1 amirah husnun_photovoice_46.60 - copy
4. vol 11 no 1 amirah husnun_photovoice_46.60 - copy
Learning for Fun: Strategies for Social Networking-Based Language Learning
Learning for Fun: Strategies for Social Networking-Based Language Learning
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The article discusses how hypermedia can be used to teach vocabulary by allowing students to access definitions, pictures, videos and other multimedia content related to target words. It notes that this interactive, multimedia approach helps motivate students and enhances their understanding of word meanings by connecting words to real-world examples. The article also suggests some online tools and websites that teachers can use to create customizable hypermedia vocabulary lessons for their students.
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This document contains a survey with questions about learning a foreign language. It asks for the respondent's email and gender, what language they are learning, and what type of learning they prefer, either competitive, cooperative, or individual. It also questions whether mastering vocabulary is important for fluency and how frequently the respondent studies vocabulary, such as daily or weekly. Finally, it asks how the respondent improves their vocabulary through activities like watching movies, listening to music, games, word of the day subscriptions, or reading.
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The document discusses the design, development and evaluation of an alternate reality game (ARG) aimed at increasing motivation for learning modern foreign languages among secondary school students across Europe. The ARG was developed as part of a European Commission project involving 6 partners, 328 students and 95 teachers from 17 countries. An evaluation found that student attitudes towards the ARG were very positive and that it helped deliver a motivating experience for language learning. Students also believed it helped develop skills in cooperation, collaboration and teamwork.
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This document reports on a study that explored the effects of using computer games for vocabulary learning. It administered a questionnaire to 5 students to investigate 3 research questions: 1) the effects of using computer games on vocabulary learning, 2) the methods students use to learn vocabulary, and 3) student perceptions of using computer games for vocabulary learning. The questionnaire contained sections on the research questions, which were analyzed using frequency counts. The results found that computer games had some positive effects on vocabulary skills but questions difficulty varied, and that students used a variety of methods like watching movies and games to learn vocabulary. Student perceptions were also mixed but generally positive regarding enjoyment and motivation from games.
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This document provides an overview of quantitative data analysis and statistical tests. It discusses research questions, variables, descriptive and inferential statistics. Common statistical tests are explained like the Mann-Whitney U test, Spearman rank correlation, Kruskal-Wallis test, t-test, Pearson correlation, ANOVA, and chi-square test. Factors to consider when selecting a statistical test are highlighted like level of data, number of groups, independent or related groups, and data distribution. The document emphasizes keeping analyses simple and statistics in context of discussion.
Lecture 6 qualitative data analysis
1. Qualitative data analysis involves coding texts to identify patterns, which turns qualitative data into quantitative codes. The purpose is to produce findings by analyzing data, interpreting patterns, and presenting conclusions.
2. Analyzing qualitative data is challenging due to the massive amounts of information collected. The process involves reducing the volume of data, identifying significant patterns, and developing a framework to communicate what the data reveals.
3. Rigorous analysis depends on gathering high-quality data, the credibility of the researcher, and a philosophical belief in qualitative inquiry. Common stages of analysis include familiarization, coding, identifying themes, re-coding, developing categories, exploring relationships, and reporting findings.
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This document provides an overview of qualitative data analysis techniques. It discusses how qualitative analysis differs from quantitative analysis in that the data is textual rather than numerical. Qualitative analysis is inductive and focuses on understanding participants' perspectives through an emic lens. The analysis is iterative and progressive, with the researcher continually refining their focus based on initial interpretations of the data. There is no single correct way to analyze qualitative data, as it involves both science and art. Techniques include coding, categorizing, examining relationships, and using computer assistance programs, while ensuring reflexivity and getting critical feedback.
Chapter 2
This document outlines the structure and contents of a literature review for a study exploring the effectiveness of using computer games for vocabulary learning. It discusses strategies for vocabulary learning, students' perceptions of using computer games, and the effectiveness of computer games compared to traditional memorization methods. The review covers incidental vs intentional learning, students' implicit evaluations of different learning methods, and how multimedia and engagement in computer games can facilitate vocabulary acquisition.
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This study investigated the effects of computer educational games on Iranian elementary students' grammar and vocabulary gain. 58 female students ages 13-15 were randomly assigned to experimental and control groups. Both groups received the same classroom instruction, but the experimental group also played grammar and vocabulary games on the computer. Pre- and post-tests were administered and an independent samples t-test found no significant differences between the groups' test scores. However, the experimental group displayed much higher motivation and enthusiasm for learning with the computer games. This implies that computers can significantly increase learner motivation, even if they do not significantly improve test scores.
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chapter 1
- 1. N U R H U S N A A Y U N I E D U 7 0 2 7 7 0 A 1 Title: Exploring the effectiveness of using computer game-based and strategies in vocabulary learning among tertiary students in Malaysia.
- 2. Introduction basic foundation for students who are learning a language because a word is a tool that conveys its meaning to our minds (Dewey, 1910). to accomplish vocabulary acquisition and sustain the learner’s effort and motivation. (Nation, 2010)
- 3. Research problem words need to be memorized and it somehow burdens the learner with lower motivation. Schmitt (2010). computer games are intentionally designed to aid the learning process
- 4. Research objectives To explore the effectiveness of using computer game- based in vocabulary learning among tertiary students in Malaysia. To investigate student’s vocabulary learning strategies. To examine students’ perceptions on using computer game- based for vocabulary learning.
- 5. Research Questions How does learner of language apply for vocabulary learning? What are the effects of using computer game- based in vocabulary learning towards student’s performance? What are the perceptions of students in using computer game- based in vocabulary learning?
- 6. Research design, Sample & Instrumentation Survey – longitudinal study To record the possible changes Art & Engineering programme students of Uitm Questionnaire (Likert scale) Test (pre-test & post-test )