The document discusses a study that examined the effects of mobile-assisted vocabulary exercises on students' vocabulary acquisition. 80 students participated and were split into an experimental and control group. The experimental group completed vocabulary exercises via SMS on mobile phones, while the control group used paper-based exercises. Pre- and post-vocabulary tests found that the experimental group outperformed the control group, indicating mobile exercises helped improve vocabulary ability. A questionnaire also found students had positive attitudes toward mobile-assisted exercises overall. The results suggest using mobile phones as a learning tool can contribute to student success and increase motivation.
Mobile learning to support teaching english as a second languageAlexander Decker
This document summarizes research on using mobile devices to support teaching English as a second language. It discusses how technologies like personal digital assistants (PDAs), iPods, podcasts, and cell phones can be used for language learning activities. The document reviews literature showing that these mobile devices allow learners to access language learning materials anywhere and anytime, and to complete listening, speaking, and writing exercises to improve their English skills. It also discusses some of the advantages and disadvantages of different mobile learning approaches that have been studied.
This document discusses a study that investigated the impacts of interactivity perceptions on English as a Foreign Language (EFL) learners' achievements in an Online Mobile Language Learning (OMLL) course. 68 Iranian intermediate EFL learners participated, with 43 participating in an OMLL course using mobile phones and 25 participating in conventional classrooms. The results showed that OMLL had significant positive effects on learners' achievements, but there are also challenges to conducting OMLL courses in the Iranian EFL context.
This study investigated the effects of different video caption modes (non-caption, full-caption, target-word caption) on mobile devices for improving 5th graders' English listening comprehension and vocabulary acquisition over one month. Students used PDAs to watch lesson videos and took weekly tests. Results found the target-word group performed similarly to the full-caption group in vocabulary gains, outperforming the non-caption group. Visual learning style students benefited most from captions. All groups improved in listening comprehension. Students found the approach useful and easy to use.
This document discusses the use of mobile phone technology in English language teaching. It outlines how mobile phones can be used as part of mobile assisted language learning (MALL) to make English learning more interactive and accessible to students. The document reviews related research on MALL and describes various activities and features of mobile phones that can be harnessed for English instruction, such as voice recording, SMS, internet access, downloading materials, and using the camera. Both the advantages and limitations of MALL are discussed. The document concludes that while mobile phones have great potential to support language learning, their use also requires addressing challenges like small screens and consideration of best practices.
Mobile Assisted Language Learning (MALL) uses mobile devices like phones, MP3 players, and tablets to enhance language learning. MALL allows students to access language materials and communicate with teachers and peers anywhere, anytime. Early MALL examples included using phones for language lessons or tutoring in the 1980s-2000s. Today, many universities and programs use a variety of mobile devices like iPods and smartphones for language learning through activities like recording assignments, downloading materials, and collaborating with others. MALL provides the benefit of ubiquitous access for on-the-go learning compared to traditional classrooms.
This document summarizes a study that investigated the use of information and communication technology (ICT) among English as a foreign language learners at the National University of Laos. The study found that ICT use was relatively low among students, who generally lacked the necessary computer and internet skills to effectively use ICT for language learning. Most students did not have reliable access to ICT facilities or the ability to utilize online resources for English learning, despite recognizing ICT's potential benefits. The researchers recommend increasing ICT availability and training students in relevant digital skills to improve English education and prepare students for the digital world.
From multimodal learning to mimicry learningthe study on the impact of multim...Alexander Decker
This document summarizes a study that investigates the relationship between multimedia (multimodal) learning and vocabulary achievement of deaf students. It finds that teaching vocabulary through multimedia can significantly influence learning. The study reviewed theories of multimedia learning and prior research showing improved learning for words presented both visually and verbally compared to just verbally. However, multimedia instruction must be designed according to individual cognitive limitations. The study aims to determine if and how much multimedia influences vocabulary achievement for deaf students.
This document summarizes a research study that developed and tested an automatic caption filtering system to improve English listening comprehension for EFL students. The system partially hid captions to encourage attention to audio. 76 students used the system or a conventional full-caption version, and were tested on comprehension, perceptions, and eye movements. Students using the filtering system scored higher and eye tracking showed they relied more on audio, indicating the approach effectively supported listening skills development.
Mobile learning to support teaching english as a second languageAlexander Decker
This document summarizes research on using mobile devices to support teaching English as a second language. It discusses how technologies like personal digital assistants (PDAs), iPods, podcasts, and cell phones can be used for language learning activities. The document reviews literature showing that these mobile devices allow learners to access language learning materials anywhere and anytime, and to complete listening, speaking, and writing exercises to improve their English skills. It also discusses some of the advantages and disadvantages of different mobile learning approaches that have been studied.
This document discusses a study that investigated the impacts of interactivity perceptions on English as a Foreign Language (EFL) learners' achievements in an Online Mobile Language Learning (OMLL) course. 68 Iranian intermediate EFL learners participated, with 43 participating in an OMLL course using mobile phones and 25 participating in conventional classrooms. The results showed that OMLL had significant positive effects on learners' achievements, but there are also challenges to conducting OMLL courses in the Iranian EFL context.
This study investigated the effects of different video caption modes (non-caption, full-caption, target-word caption) on mobile devices for improving 5th graders' English listening comprehension and vocabulary acquisition over one month. Students used PDAs to watch lesson videos and took weekly tests. Results found the target-word group performed similarly to the full-caption group in vocabulary gains, outperforming the non-caption group. Visual learning style students benefited most from captions. All groups improved in listening comprehension. Students found the approach useful and easy to use.
This document discusses the use of mobile phone technology in English language teaching. It outlines how mobile phones can be used as part of mobile assisted language learning (MALL) to make English learning more interactive and accessible to students. The document reviews related research on MALL and describes various activities and features of mobile phones that can be harnessed for English instruction, such as voice recording, SMS, internet access, downloading materials, and using the camera. Both the advantages and limitations of MALL are discussed. The document concludes that while mobile phones have great potential to support language learning, their use also requires addressing challenges like small screens and consideration of best practices.
Mobile Assisted Language Learning (MALL) uses mobile devices like phones, MP3 players, and tablets to enhance language learning. MALL allows students to access language materials and communicate with teachers and peers anywhere, anytime. Early MALL examples included using phones for language lessons or tutoring in the 1980s-2000s. Today, many universities and programs use a variety of mobile devices like iPods and smartphones for language learning through activities like recording assignments, downloading materials, and collaborating with others. MALL provides the benefit of ubiquitous access for on-the-go learning compared to traditional classrooms.
This document summarizes a study that investigated the use of information and communication technology (ICT) among English as a foreign language learners at the National University of Laos. The study found that ICT use was relatively low among students, who generally lacked the necessary computer and internet skills to effectively use ICT for language learning. Most students did not have reliable access to ICT facilities or the ability to utilize online resources for English learning, despite recognizing ICT's potential benefits. The researchers recommend increasing ICT availability and training students in relevant digital skills to improve English education and prepare students for the digital world.
From multimodal learning to mimicry learningthe study on the impact of multim...Alexander Decker
This document summarizes a study that investigates the relationship between multimedia (multimodal) learning and vocabulary achievement of deaf students. It finds that teaching vocabulary through multimedia can significantly influence learning. The study reviewed theories of multimedia learning and prior research showing improved learning for words presented both visually and verbally compared to just verbally. However, multimedia instruction must be designed according to individual cognitive limitations. The study aims to determine if and how much multimedia influences vocabulary achievement for deaf students.
This document summarizes a research study that developed and tested an automatic caption filtering system to improve English listening comprehension for EFL students. The system partially hid captions to encourage attention to audio. 76 students used the system or a conventional full-caption version, and were tested on comprehension, perceptions, and eye movements. Students using the filtering system scored higher and eye tracking showed they relied more on audio, indicating the approach effectively supported listening skills development.
The utilization and integration of ict tools in a cuantitative researchKari España
This paper examines English teachers' use of information and communication technologies (ICT) tools to teach English in Malaysian schools. It surveys 30 English teachers through semi-structured interviews about their current ICT skills and infrastructure, obstacles to ICT integration, and whether ICT can enhance English language teaching and learning. The researchers found that while ICT shows potential, teachers face challenges in its use and require more training. They conclude that interactive lessons using ICT could help accelerate English language instruction.
Libyan Secondary School Students’ Metacognitive Online Reading Strategies and...inventionjournals
This study investigates the relationship between metacognitive online reading strategies and English language performance of EFL Libyan secondary school students. It explores the use of metacognitive online reading strategies by EFL Libyan secondary school students and identifies the problems that these students encounter while reading online. This study used mixed method design, both quantitative (questionnaire) and qualitative (interview). Data analysis was done using SPSS version 20.0 for quantitative data and Nvivo version 10 for qualitative data. The results showed that there is a positive significant relationship between metacognitive online reading strategies and English performance of EFL Libyan secondary school students. The study also found that the participants are moderate users of metacognitive online reading strategies and they face problems while reading online. The study suggests that teachers teach the metacognitive online reading strategies to students to improve their online reading process and help them to get the benefits of online sources in less time with less effort, which will be reflected positively in their English language performance.
This document discusses a study that examined the effect of video-based mobile learning on distance learners' academic performance in mathematics concepts. The study used a quasi-experimental design with two groups - an experimental group that received video-based mobile learning and a control group that received traditional lecture-based learning. Results showed that students in the experimental group performed better than those in the control group. Additionally, there was no significant difference in performance between male and female students in the experimental group. The study recommends wider adoption of video-based mobile learning packages and replicating this approach for other mathematics and distance learning courses.
A critical discourse analysis of odl policies in tvet in zambiaGabriel Konayuma
This document discusses using mobile technologies to improve vocational education in Zambia. It analyzes Zambia's ODL policies and surveys teacher use of mobile technologies through critical discourse analysis. The methodology section describes collecting artifacts from teachers on a mobile discussion forum. Findings show teachers use phones to send assignments and access online resources, while analysis looks at the intent and social practices around mobile phone use. The conclusion advocates using findings to enhance teaching and learning through improved technology access.
11.code switching and its implications for teaching mathematics in primary sc...Alexander Decker
This study investigated code switching between English and Yoruba languages in mathematics classrooms in primary schools in Ile-Ife, Nigeria. The researcher observed mathematics lessons and interviewed teachers and students. The results showed that teachers used code switching to help students understand mathematical concepts by explaining terms in both English and their native Yoruba language. Students performed better in mathematics when teachers used code switching. The study concluded that code switching is an effective teaching strategy in multilingual classrooms that does not negatively impact learning, but rather helps transfer knowledge to students.
Code switching and its implications for teaching mathematics in primary schoo...Alexander Decker
This document discusses code switching in mathematics classrooms in Ile-Ife, Nigeria. It finds that teachers in the studied primary schools used code switching between English and Yoruba as an approach to help pupils acquire literacy and understand mathematical concepts. Code switching allowed pupils to use both of their languages naturally during classroom activities. The study concluded that code switching does not negatively impact learning, but is rather a useful classroom interaction strategy and effective way to convey knowledge to students in multilingual settings.
The document discusses the use of information and communication technologies (ICTs) in language pedagogy. It begins by defining ICTs and the conditions needed to integrate them into language teaching. The review of literature examines previous studies that found technologies like multimedia, the internet, and chat tools can improve English skills. The study aims to identify the technologies used by English teachers in India and how they develop language skills. A survey found that most teachers use projectors, presentations, and word processing, primarily to develop listening, speaking and vocabulary. The conclusion states that while teachers are increasingly using technology, more can be done to help students learn English through blended and virtual learning approaches.
Mobile-assisted language learning (MALL) uses handheld mobile devices to enhance language learning. It represents a new phase in learning a second or foreign language as students are increasingly interested in using their mobile devices for language practice. MALL allows learning anywhere at any time through portable devices and enables social interactivity as learners can exchange data and collaborate with others. While MALL provides benefits like portability and connectivity, it also faces limitations such as small screens and data storage constraints on some mobile phones.
This document discusses mobile-assisted language learning (MALL). It defines MALL as an approach to language learning that is assisted or enhanced through the use of handheld mobile devices. The document outlines some of the key advantages of MALL, including its learner-centered nature, potential for learner autonomy, and ability to integrate real-life contexts into learning. It also discusses challenges like app quality, data usage, and teacher resistance. Examples provided of MALL tools include educational apps, eBooks, social media, QR codes, and course management systems adapted for mobile.
Using Mobile Devices to Assess Language LearningSamantha Petree
This document provides an overview of mobile assisted language learning (MALL) and discusses how mobile devices can be used to assess various language skills. It describes how MALL aligns with second language acquisition theories and then gives examples of apps and activities that use mobile devices to assess listening, speaking, reading, writing, vocabulary and grammar. These include using QR codes, Google Voice, websites and text messaging to provide interactive language learning opportunities on mobile devices.
Perceptions of English language Dominican Students on cell phone use for lang...Gisela Martiz-W.
The purpose of this exploratory case study was to explore what type of language learning opportunities teacher and students can create using cell phones and investigate the perceptions of students on the use of cell phones for learning activities.
This document discusses mobile-assisted language learning (MALL). MALL uses mobile devices to provide language students with learning materials and practice opportunities anywhere and anytime. The key aspects of MALL discussed are its definition, characteristics of portability and connectivity, advantages like increased motivation and language development, disadvantages like small screens and over-reliance on technology, and examples of using smartphones in English class. Students and teachers are active participants in MALL's language learning process.
Technology in the classroom: Mobile DevicesKaren Gailey
The document discusses the use of mobile devices in K-12 classrooms. It outlines the advantages such as just-in-time learning and improved student engagement. Research shows that cell phones may be better than laptops for increasing access and that mobile technology supports experiential learning. However, effective integration requires teacher training and consideration of issues like digital divides and classroom management.
Lets Bring Web 2 0 Technologies Into Language Classrooms An Interactive ProjectCem Balçıkanlı
This document discusses integrating technology into pre-service language teacher education programs. It notes that modern students are "digital natives" and teachers need to develop competencies to effectively integrate technologies like Web 2.0 tools into language teaching. The Gazi University teacher training program in Turkey incorporates activities using technologies to enhance learning, motivate students, and connect them with other language speakers. Student teachers reflected that technologies make teaching easier and more enjoyable, attracting students, but must be used appropriately to benefit learning.
20 ideas-for-using-mobile-phones-in-language-classroom-Ayat El Qattaa
Mobile phones can be used in many ways to support second language learning both inside and outside the classroom. The document describes 20 practical ideas for using mobile phones, focusing on developing the four skills of speaking, listening, reading and writing. Some key ideas include using the phone's notes, camera, and voice recording features to collect language samples from daily life. Free programs can help organize and share these samples. Text messaging can facilitate collaborative writing activities. Overall, mobile phones provide opportunities for authentic language use and learner autonomy.
This document discusses the use of mobile phone technology in English language teaching. It outlines how mobile phones can be used as part of mobile assisted language learning (MALL) to make English learning more interactive and accessible to students. The document summarizes research on past uses of mobile phones in language education. It also describes features of mobile phones that are useful for language learning activities and provides examples of classroom activities that teachers can implement using mobile phones. Both the advantages and limitations of using mobile phones for language learning are discussed.
Dominican English language teacher perceptions on factors influencing mobile ...Gisela Martiz-W.
This interview-based exploratory study examined the perspectives of Dominican English language teachers on the factors that influence the use of mobile devices for learning purposes.
Tech assisted language learning tasks in an efl setting- use of hand phone re...James Cook University
Shakarami, a., Khajehei, H., & Hajhashemi, K. (2014). Tech-Assisted Language Learning Tasks in an EFL Setting: Use of Hand phone Recording Feature. International Journal of Applied Linguistics & English Literature, 3(5), 100-104. doi: 10.7575/aiac.ijalel.v.3n.5p. 100
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.
This document summarizes research on using mobile phones for English vocabulary learning through text messages. Several studies have found that sending vocabulary words, quizzes, or instructional materials via text message can help with learning. However, most such studies have been conducted in developed areas where internet access is more available. The document calls for more research in developing countries, where internet data plans may be too expensive but text messaging is widely used. It suggests exploring the effectiveness and affordability of using mobile phone texting for English vocabulary learning in resource-constrained environments.
This study examined smartphone use among 176 students from three academic programs at a Malaysian university. The students recorded their daily smartphone activities for learning over seven days. The study found significant differences in how smartphones were used depending on academic program. It also found that the more students used their smartphones for university learning, the lower their cumulative grade point average (CGPA). This suggests smartphones may be detrimental to academic performance and that more research is needed to better understand their instructional uses for tertiary students.
Kamlesh akash research paper on open educational app development for teching ...Kamlesh Joshi
The document discusses open educational mobile application development and implementation for teaching English courses. It notes that technology can help achieve educational goals and create low-anxiety learning environments. Mobile devices are widely available and can be an alternative to computers for language learning through mobile assisted language learning (MALL) apps. A survey found that many English teachers already use mobile internet and resources for teaching, and have confidence in mobile learning's future role in language education, though more appropriate content is needed.
The utilization and integration of ict tools in a cuantitative researchKari España
This paper examines English teachers' use of information and communication technologies (ICT) tools to teach English in Malaysian schools. It surveys 30 English teachers through semi-structured interviews about their current ICT skills and infrastructure, obstacles to ICT integration, and whether ICT can enhance English language teaching and learning. The researchers found that while ICT shows potential, teachers face challenges in its use and require more training. They conclude that interactive lessons using ICT could help accelerate English language instruction.
Libyan Secondary School Students’ Metacognitive Online Reading Strategies and...inventionjournals
This study investigates the relationship between metacognitive online reading strategies and English language performance of EFL Libyan secondary school students. It explores the use of metacognitive online reading strategies by EFL Libyan secondary school students and identifies the problems that these students encounter while reading online. This study used mixed method design, both quantitative (questionnaire) and qualitative (interview). Data analysis was done using SPSS version 20.0 for quantitative data and Nvivo version 10 for qualitative data. The results showed that there is a positive significant relationship between metacognitive online reading strategies and English performance of EFL Libyan secondary school students. The study also found that the participants are moderate users of metacognitive online reading strategies and they face problems while reading online. The study suggests that teachers teach the metacognitive online reading strategies to students to improve their online reading process and help them to get the benefits of online sources in less time with less effort, which will be reflected positively in their English language performance.
This document discusses a study that examined the effect of video-based mobile learning on distance learners' academic performance in mathematics concepts. The study used a quasi-experimental design with two groups - an experimental group that received video-based mobile learning and a control group that received traditional lecture-based learning. Results showed that students in the experimental group performed better than those in the control group. Additionally, there was no significant difference in performance between male and female students in the experimental group. The study recommends wider adoption of video-based mobile learning packages and replicating this approach for other mathematics and distance learning courses.
A critical discourse analysis of odl policies in tvet in zambiaGabriel Konayuma
This document discusses using mobile technologies to improve vocational education in Zambia. It analyzes Zambia's ODL policies and surveys teacher use of mobile technologies through critical discourse analysis. The methodology section describes collecting artifacts from teachers on a mobile discussion forum. Findings show teachers use phones to send assignments and access online resources, while analysis looks at the intent and social practices around mobile phone use. The conclusion advocates using findings to enhance teaching and learning through improved technology access.
11.code switching and its implications for teaching mathematics in primary sc...Alexander Decker
This study investigated code switching between English and Yoruba languages in mathematics classrooms in primary schools in Ile-Ife, Nigeria. The researcher observed mathematics lessons and interviewed teachers and students. The results showed that teachers used code switching to help students understand mathematical concepts by explaining terms in both English and their native Yoruba language. Students performed better in mathematics when teachers used code switching. The study concluded that code switching is an effective teaching strategy in multilingual classrooms that does not negatively impact learning, but rather helps transfer knowledge to students.
Code switching and its implications for teaching mathematics in primary schoo...Alexander Decker
This document discusses code switching in mathematics classrooms in Ile-Ife, Nigeria. It finds that teachers in the studied primary schools used code switching between English and Yoruba as an approach to help pupils acquire literacy and understand mathematical concepts. Code switching allowed pupils to use both of their languages naturally during classroom activities. The study concluded that code switching does not negatively impact learning, but is rather a useful classroom interaction strategy and effective way to convey knowledge to students in multilingual settings.
The document discusses the use of information and communication technologies (ICTs) in language pedagogy. It begins by defining ICTs and the conditions needed to integrate them into language teaching. The review of literature examines previous studies that found technologies like multimedia, the internet, and chat tools can improve English skills. The study aims to identify the technologies used by English teachers in India and how they develop language skills. A survey found that most teachers use projectors, presentations, and word processing, primarily to develop listening, speaking and vocabulary. The conclusion states that while teachers are increasingly using technology, more can be done to help students learn English through blended and virtual learning approaches.
Mobile-assisted language learning (MALL) uses handheld mobile devices to enhance language learning. It represents a new phase in learning a second or foreign language as students are increasingly interested in using their mobile devices for language practice. MALL allows learning anywhere at any time through portable devices and enables social interactivity as learners can exchange data and collaborate with others. While MALL provides benefits like portability and connectivity, it also faces limitations such as small screens and data storage constraints on some mobile phones.
This document discusses mobile-assisted language learning (MALL). It defines MALL as an approach to language learning that is assisted or enhanced through the use of handheld mobile devices. The document outlines some of the key advantages of MALL, including its learner-centered nature, potential for learner autonomy, and ability to integrate real-life contexts into learning. It also discusses challenges like app quality, data usage, and teacher resistance. Examples provided of MALL tools include educational apps, eBooks, social media, QR codes, and course management systems adapted for mobile.
Using Mobile Devices to Assess Language LearningSamantha Petree
This document provides an overview of mobile assisted language learning (MALL) and discusses how mobile devices can be used to assess various language skills. It describes how MALL aligns with second language acquisition theories and then gives examples of apps and activities that use mobile devices to assess listening, speaking, reading, writing, vocabulary and grammar. These include using QR codes, Google Voice, websites and text messaging to provide interactive language learning opportunities on mobile devices.
Perceptions of English language Dominican Students on cell phone use for lang...Gisela Martiz-W.
The purpose of this exploratory case study was to explore what type of language learning opportunities teacher and students can create using cell phones and investigate the perceptions of students on the use of cell phones for learning activities.
This document discusses mobile-assisted language learning (MALL). MALL uses mobile devices to provide language students with learning materials and practice opportunities anywhere and anytime. The key aspects of MALL discussed are its definition, characteristics of portability and connectivity, advantages like increased motivation and language development, disadvantages like small screens and over-reliance on technology, and examples of using smartphones in English class. Students and teachers are active participants in MALL's language learning process.
Technology in the classroom: Mobile DevicesKaren Gailey
The document discusses the use of mobile devices in K-12 classrooms. It outlines the advantages such as just-in-time learning and improved student engagement. Research shows that cell phones may be better than laptops for increasing access and that mobile technology supports experiential learning. However, effective integration requires teacher training and consideration of issues like digital divides and classroom management.
Lets Bring Web 2 0 Technologies Into Language Classrooms An Interactive ProjectCem Balçıkanlı
This document discusses integrating technology into pre-service language teacher education programs. It notes that modern students are "digital natives" and teachers need to develop competencies to effectively integrate technologies like Web 2.0 tools into language teaching. The Gazi University teacher training program in Turkey incorporates activities using technologies to enhance learning, motivate students, and connect them with other language speakers. Student teachers reflected that technologies make teaching easier and more enjoyable, attracting students, but must be used appropriately to benefit learning.
20 ideas-for-using-mobile-phones-in-language-classroom-Ayat El Qattaa
Mobile phones can be used in many ways to support second language learning both inside and outside the classroom. The document describes 20 practical ideas for using mobile phones, focusing on developing the four skills of speaking, listening, reading and writing. Some key ideas include using the phone's notes, camera, and voice recording features to collect language samples from daily life. Free programs can help organize and share these samples. Text messaging can facilitate collaborative writing activities. Overall, mobile phones provide opportunities for authentic language use and learner autonomy.
This document discusses the use of mobile phone technology in English language teaching. It outlines how mobile phones can be used as part of mobile assisted language learning (MALL) to make English learning more interactive and accessible to students. The document summarizes research on past uses of mobile phones in language education. It also describes features of mobile phones that are useful for language learning activities and provides examples of classroom activities that teachers can implement using mobile phones. Both the advantages and limitations of using mobile phones for language learning are discussed.
Dominican English language teacher perceptions on factors influencing mobile ...Gisela Martiz-W.
This interview-based exploratory study examined the perspectives of Dominican English language teachers on the factors that influence the use of mobile devices for learning purposes.
Tech assisted language learning tasks in an efl setting- use of hand phone re...James Cook University
Shakarami, a., Khajehei, H., & Hajhashemi, K. (2014). Tech-Assisted Language Learning Tasks in an EFL Setting: Use of Hand phone Recording Feature. International Journal of Applied Linguistics & English Literature, 3(5), 100-104. doi: 10.7575/aiac.ijalel.v.3n.5p. 100
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.
This document summarizes research on using mobile phones for English vocabulary learning through text messages. Several studies have found that sending vocabulary words, quizzes, or instructional materials via text message can help with learning. However, most such studies have been conducted in developed areas where internet access is more available. The document calls for more research in developing countries, where internet data plans may be too expensive but text messaging is widely used. It suggests exploring the effectiveness and affordability of using mobile phone texting for English vocabulary learning in resource-constrained environments.
This study examined smartphone use among 176 students from three academic programs at a Malaysian university. The students recorded their daily smartphone activities for learning over seven days. The study found significant differences in how smartphones were used depending on academic program. It also found that the more students used their smartphones for university learning, the lower their cumulative grade point average (CGPA). This suggests smartphones may be detrimental to academic performance and that more research is needed to better understand their instructional uses for tertiary students.
Kamlesh akash research paper on open educational app development for teching ...Kamlesh Joshi
The document discusses open educational mobile application development and implementation for teaching English courses. It notes that technology can help achieve educational goals and create low-anxiety learning environments. Mobile devices are widely available and can be an alternative to computers for language learning through mobile assisted language learning (MALL) apps. A survey found that many English teachers already use mobile internet and resources for teaching, and have confidence in mobile learning's future role in language education, though more appropriate content is needed.
The effect of using multimedia on english skills acquisitionhusnul_atiyah
This document discusses a study on the contribution of using multimedia on English acquisition among students in schools in Tangerang and Jakarta, Indonesia. The study utilized qualitative methods, including interviews with four English teachers from different school levels.
The interviews found that multimedia tools like laptops, projectors, and speakers helped make English lessons more engaging and interactive for students. However, the teachers noted individual and school factors also influence students' language acquisition beyond just multimedia use.
The document aims to further examine whether multimedia use highly contributes to improving students' English skills, which can be a challenge as English is not the first language in Indonesia. Student test scores will also be analyzed to validate teachers' perspectives on the impact of multimedia
February 2024 - Top 10 Read Articles in International Journal on Integrating ...IJITE
This journal is an interdisciplinary form for educators who wish to improve the quality of instruction through the use of computers and how to implement it effectively into instruction. This forum also aims to provide a platform for exchanging ideas in new emerging trends that needs more focus and exposure and will attempt to publish proposals that strengthen our goals.
GENERAL IMPACTS OF INTEGRATING ADVANCED AND MODERN TECHNOLOGIES ON TEACHING E...IJITE
Technology has always played a key role in General and ESP (English for Specific Purposes)language learning and teaching. Currently the range of technologies being used in classrooms all over the globe for Language Learning and Teaching (LLT) has become very diverse, and some which have become central to language practice are briefly described in this paper. Since English is the most commonly ‘learned’ and ‘taught’ second/foreign language around the world, this paper intends to explore how advanced and modern technologies are used to support the process of English language teaching and learning for those at various stages of education. Furthermore, it presents and compares some of the innovative and novel approaches that are being explored and applied in order to improve methods of English language development and satisfy the current needs of the young generation in a highly competitive world.
GENERAL IMPACTS OF INTEGRATING ADVANCED AND MODERN TECHNOLOGIES ON TEACHING E...IJITE
Technology has always played a key role in General and ESP (English for Specific Purposes)language
learning and teaching. Currently the range of technologies being used in classrooms all over the globe for
Language Learning and Teaching (LLT) has become very diverse, and some which have become central to
language practice are briefly described in this paper. Since English is the most commonly ‘learned’ and
‘taught’ second/foreign language around the world, this paper intends to explore how advanced and
modern technologies are used to support the process of English language teaching and learning for those
at various stages of education. Furthermore, it presents and compares some of the innovative and novel
approaches that are being explored and applied in order to improve methods of English language
development and satisfy the current needs of the young generation in a highly competitive world.
GENERAL IMPACTS OF INTEGRATING ADVANCED AND MODERN TECHNOLOGIES ON TEACHING E...IJITE
Technology has always played a key role in General and ESP (English for Specific Purposes)language
learning and teaching. Currently the range of technologies being used in classrooms all over the globe for
Language Learning and Teaching (LLT) has become very diverse, and some which have become central to
language practice are briefly described in this paper. Since English is the most commonly ‘learned’ and
‘taught’ second/foreign language around the world, this paper intends to explore how advanced and
modern technologies are used to support the process of English language teaching and learning for those
at various stages of education. Furthermore, it presents and compares some of the innovative and novel
approaches that are being explored and applied in order to improve methods of English language
development and satisfy the current needs of the young generation in a highly competitive world.
GENERAL IMPACTS OF INTEGRATING ADVANCED AND MODERN TECHNOLOGIES ON TEACHING E...IJITE
Technology has always played a key role in General and ESP (English for Specific Purposes)language
learning and teaching. Currently the range of technologies being used in classrooms all over the globe for
Language Learning and Teaching (LLT) has become very diverse, and some which have become central to
language practice are briefly described in this paper. Since English is the most commonly ‘learned’ and
‘taught’ second/foreign language around the world, this paper intends to explore how advanced and
modern technologies are used to support the process of English language teaching and learning for those
at various stages of education. Furthermore, it presents and compares some of the innovative and novel
approaches that are being explored and applied in order to improve methods of English language
development and satisfy the current needs of the young generation in a highly competitive world.
The document discusses the use of ICT (Information and Communication Technologies) to enhance English language teaching and learning. It describes how ICT can be used to develop learners' listening, speaking, reading, and writing skills through tools like digital stories, MP3 recordings, podcasts, video recordings, online reading materials, and web-based writing tools. The document also outlines some of the key advantages of using ICT in language learning, such as the ability to control presentation of materials, encourage novelty and creativity, provide feedback, and adapt teaching to meet learners' individual needs.
An investigation of efl learners using the ict the case of laos undergraduat...Sam Rany
This document summarizes a study that investigated the use of information and communication technology (ICT) among English as a foreign language learners at the National University of Laos. The study found that ICT use was relatively low among students, who generally lacked the necessary computer and internet skills. Most students did not have adequate access to facilities or skills to use ICT for English language learning, despite recognizing its benefits. The study recommends increasing ICT access and developing students' ICT and internet skills to better equip them for the digital world.
This document provides a mini research proposal on exploring the feasibility of using smartphones for language learning among students at the International Islamic University Malaysia (IIUM). The study aims to examine how smartphones can help engage students and improve their language skills, as well as explore students' perceptions of using mobile devices for learning. If found feasible, the study's findings could help developers create effective mobile learning applications and inform efforts to promote mobile learning in universities. The proposed methodology includes surveys and interviews of 150 IIUM students to answer the research questions.
The document discusses using technology like Skype to facilitate tandem language learning. Tandem learning involves two students partnering to practice a foreign language together through communication. Skype allows students to connect with native speakers abroad for language exchange. However, simply using voice chat tools is not enough - students need clearly defined tasks and goals to stay motivated. Educators must be trained to develop effective tasks that emphasize communication and maximize interaction between native and non-native speakers. As technology and online tools continue advancing, their integration into language teaching will help provide students with real-time global interaction and opportunities for autonomous learning.
The Effect of CALL on VocabularyLearning and Reading Comprehension of Iranian...iosrjce
This document describes a study that investigated the effect of computer-assisted language learning (CALL) on vocabulary learning and reading comprehension of Iranian English as a foreign language (EFL) learners. Sixty female high school students were divided into experimental and control groups. The experimental group received CALL instruction using vocabulary and reading software and texts, while the control group received traditional classroom instruction. Both groups took pre-tests and post-tests of vocabulary and reading comprehension. The results showed no significant differences between the groups on the pre-tests, indicating they were initially equivalent. After the CALL instruction, the experimental group performed better on the post-tests than the control group, suggesting that CALL was effective in developing vocabulary and reading comprehension skills for these
1. The document discusses research on computer-assisted language learning (CALL) from 2005 to the present based on a Modern Language Association report.
2. It identifies several current issues in CALL research including synchronous computer-mediated communication, curriculum expansion, telecollaboration, and the use of multimedia like podcasts and blogs.
3. It also examines specific studies that evaluated the impact of technologies like synchronous chats, tasks in online interactions, and using multimedia on language learning outcomes.
This paper examined gender influence in the use of Mobile Phone Short Message Service (SMS) on note-taking and comprehension of materials presented through an audio system. Two research questions and hypotheses guided the study. The design of the study was quasi-experimental non-equivalent pretest and posttest. A sample of 400 subjects was drawn from the research population of 800 using stratified simple random sampling procedure. Two instruments were used for data collection. One of the instruments was the Audio- Taped Lecture (ATL) and the second was the Test for Assessing Comprehension (TAC). These instruments designed by the researcher were subjected to validate. Reliability coefficients of 0.88 and 0.81 were obtained for ATL and TAC respectively. Data for the study were analyzed using mean, standard deviation and analysis of covariance (ANCOVA). The results of the study included that SMS style of writing improved students’ note-taking competence as well as comprehension of the notes for both the male and female students and that there was no significant difference in performance based on gender. Recommendations included that students be encouraged to use SMS writing styles for note-taking during lectures and that the use of SMS for note-taking could be tailored towards correcting gender differences in achievement.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.