340 research outputs found
Podcasting as a way to improve teacher trainees’ ability to make proper sentence stress
153 Páginas.El presente es un reporte de un proyecto de investigación acción que se llevo a cabo con 26 estudiantes del programa de Licenciatura en Inglés de la Universidad del Tolima, con el fin de identificar el efecto de usar archivos de audio digitales (podcasts) como herramienta para mejorar los acentos de frase en ingles. El proyecto conectó los conceptos de andragogÃa, podcasting, inteligibilidad y acentos de frase. Los datos fueron recolectados usando dos encuestas, (una al principio y otra al final de la implementación), archivos de audio y diarios elaborados por los estudiantes. Dichos datos revelaron que aun cuando el avance a nivel de acentos en frases en inglés no resultó ser tan significativo, los estudiantes percibieron las actividades de manera muy positiva y manifestaron que el trabajo con los archivos de audio les habÃa sido muy útil al auto-evaluar su pronunciación y al enriquecer su repertorio de herramientas pedagógicas para su docencia
Why Teachers should Consider User Experience within Learning Management Systems: A Community of Inquiry Approach During COVID-19 Containment Measures
Community of Inquiry (CoI) has been used noticeably to research and practice online and blended education, and in such contexts the Learning Management System (LMS) can profoundly affect learners’ performances. Nevertheless, the choice of the most appropriate digital environment often leaves aside the user experience. A review of the available literature shows that usability has not been frequently investigated within the CoI, hence a bibliometric network analysis has been conducted to detect this feature in the research niche. By introducing the concept of affordance, it is possible to recognize the pre-existing status to Social and Cognitive Presence as qualities nested in the digital environment but capable to manifest only when learners act. Following an academic survey carried out during the COVID-19 lockdown in Italy, Teaching Presence was examined within a Moodle-based university environment. Findings suggest that instructors should acknowledge educational and social affordances to incorporate them into instructional design
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The IPAD and the Development of Speaking and Writing in the Secondary EFL Classroom
Recent research (Kukulska-Hulme & Viberg, 2018) indicates that mobile technology can support second language learning and educational literacy. The iPad is a mobile device that is having a large distribution in schools and an important impact on second language formal and informal learning. However, studies focused on the use of the iPad to specifically enhance and support second language learning and teaching are still scarce. Against this backdrop, this study sought to investigate learners’ and teachers’ perceptions of mobile learning, the implementation of technology-mediated language tasks and the potential impact of the iPad in developing writing and speaking skills in an English as a foreign language classroom in a secondary school in Italy. The data was collected through classroom observations, interviews, recorded teacher meetings, students’ written assignments, and lesson plans. The data collected has been analysed from a socio-cultural theory perspective. The analysis of written data was also informed by Hallidayan Systemic Functional Linguistics (SFL), and a Task-based language teaching (TBLT) framework was used to design writing and speaking tasks. Results show a positive influence on student motivation towards the performance of speaking tasks and improvements on technology-mediated second language writing tasks. In addition, the study found that the use of the iPad had a positive impact on the design of speaking and writing tasks for teachers. Moreover this action research study contributes to mobile assisted language learning by providing further understanding of how the iPad can enhance foreign language learning, especially teaching speaking and writing in the context of secondary education, and provides educators with recommendations on how to design specific language tasks
Iranian EFL Teachers' Familiarity, Attitudes and Willingness towards Different Internet Tools and their Applications
The purpose of this study was to explore the Iranian EFL teachers' familiarity, attitudes and willingness toward applying different internet tools in their classrooms. It also investigated the platform problems and teachers' main concerns towards integrating these tools. Accordingly, 263 EFL teachers who were randomly selected from different institutes in three Iranian provinces were asked to answer the researchers-made questionnaire. The results revealed that EFL teachers 1) are highly familiar with most of the internet tools; 2) have highly positive attitudes towards using and integrating internet tools in their classrooms; 3) are willing to use these technologies for developing certain language skills competency; and 4) are highly concerned about culturally inappropriate materials and students' internet dependability and autonomy. Furthermore, it was found that the results were affected by variables such as teachers' age and educational degree. Finally, it was concluded that in spite of the EFL teachers' positive attitudes and willingness towards these tools, still they are facing some challenging concerns about the application of the given tools due to some cultural and platform problems
Iranian EFL Teachers' Familiarity, Attitudes and Willingness towards Different Internet Tools and their Applications
The purpose of this study was to explore the Iranian EFL teachers' familiarity, attitudes and willingness toward applying different internet tools in their classrooms. It also investigated the platform problems and teachers' main concerns towards integrating these tools. Accordingly, 263 EFL teachers who were randomly selected from different institutes in three Iranian provinces were asked to answer the researchers-made questionnaire. The results revealed that EFL teachers 1) are highly familiar with most of the internet tools; 2) have highly positive attitudes towards using and integrating internet tools in their classrooms; 3) are willing to use these technologies for developing certain language skills competency; and 4) are highly concerned about culturally inappropriate materials and students' internet dependability and autonomy. Furthermore, it was found that the results were affected by variables such as teachers' age and educational degree. Finally, it was concluded that in spite of the EFL teachers' positive attitudes and willingness towards these tools, still they are facing some challenging concerns about the application of the given tools due to some cultural and platform problems
New Approaches to the Teaching of Spoken English
Traballo Fin de Grao en Lingua e Literatura Inglesas. Curso 2018-2019Although extensive research has been conducted in the last few years on the teaching of foreign languages and, more particularly, on the teaching of English, speaking skills have to a large extent I been highly disregarded, partly because it is not easy to teach them with large groups of students.
Moreover, new technologies are getting more and more important in the teaching of modern languages to the extent that they are having a great impact on their teaching. Thus, this work seeks to analyse the use of new technologies in the teaching of English speaking skills in the 21th century.
The study will be divided into two different sections. The first part will be more theoretical and will consist of a brief introduction to what we mean by technology in the classroom context as well as highlighting the importance of teaching spoken English and the significant advantages of using and introducing technology as a didactic tool. I will also refer to the benefits in the use of new technologies for the teaching of spoken skills. Comparisons will be made with more traditional approaches.
The second part will be more practical in nature. A study will be conducted at a high school level so as to find out which are the new technologies that are being used nowadays in the classroom and to investigate the views of teachers and learners on their use. This project will conclude with a number of reflections on the pros and cons of technologies applied to the teaching of speaking in the light of the findings obtaine
Iranian EFL Teachers' Familiarity, Attitudes and Willingness towards Different Internet Tools and their Applications
The purpose of this study was to explore the Iranian EFL teachers' familiarity, attitudes and willingness toward applying different internet tools in their classrooms. It also investigated the platform problems and teachers' main concerns towards integrating these tools. Accordingly, 263 EFL teachers who were randomly selected from different institutes in three Iranian provinces were asked to answer the researchers-made questionnaire. The results revealed that EFL teachers 1) are highly familiar with most of the internet tools; 2) have highly positive attitudes towards using and integrating internet tools in their classrooms; 3) are willing to use these technologies for developing certain language skills competency; and 4) are highly concerned about culturally inappropriate materials and students' internet dependability and autonomy. Furthermore, it was found that the results were affected by variables such as teachers' age and educational degree. Finally, it was concluded that in spite of the EFL teachers' positive attitudes and willingness towards these tools, still they are facing some challenging concerns about the application of the given tools due to some cultural and platform problems
An Explorative Case-Study of the use of PeerWise to Foster Student Centred, and Peer Supported, Learning in a First-Year Business Module
Peer based learning is not a new concept in business studies in higher education; however, the integration of technology enabled and asynchronous peer learning has limited reported use and even less evidence based evaluation. In this explorative case study, the online tool PeerWise was used to scaffold and support an asynchronous peer-learning environment for a group of 212 first year business studies students. Students were required to create, answer and rate multiple choice questions on topics aligned to their curriculum within the peer constructed PeerWise question database. While there was no statistically significant correlation between PeerWise engagement and final module exam performance, conversely, considerable positive changes in student motivation, self-understanding and reflective learning were observed, informed by thematic analysis. With these key findings in mind, a set of themed recommendations for practice are offered to support staff seeking to integrate PeerWise, or technology enhanced peer learning more generally, into their teaching and learning practice
The Effectiveness of Using WhatsApp Messenger as One of Mobile Learning Techniques to Develop Students' Writing Skills
The present study was an attempt to determine the effectiveness of using a WhatsApp Messenger as one of mobile learning technique to develop students' writing skills. Participants were 30 second year college students, English department from a private university in Saudi Arabia. The experimental group (N 15) used WhatsApp technology to develop their writing skills; whereas the control group (N15) was taught their writing skills through prescribed book. The pre-post test comprised three questions, punctuate a paragraph, correct a paragraph and write an essay. This research is limited to punctuation marks, sentences structures and generating ideas. Results of the t. test analysis revealed that WhatsApp technique yielded significant effects on students' writing skills, i.e. the experimental group outperformed the control group. Key words: mobile learning, WhatsApp and writing skill
An Explorative Case-Study of the use of PeerWise to Foster Student Centred, and Peer Supported, Learning in a First-Year Business Module
Peer based learning is not a new concept in business studies in higher education; however, the integration of technology enabled and asynchronous peer learning has limited reported use and even less evidence based evaluation. In this explorative case study, the online tool PeerWise was used to scaffold and support an asynchronous peer-learning environment for a group of 212 first year business studies students. Students were required to create, answer and rate multiple choice questions on topics aligned to their curriculum within the peer constructed PeerWise question database. While there was no statistically significant correlation between PeerWise engagement and final module exam performance, conversely, considerable positive changes in student motivation, self-understanding and reflective learning were observed, informed by thematic analysis. With these key findings in mind, a set of themed recommendations for practice are offered to support staff seeking to integrate PeerWise, or technology enhanced peer learning more generally, into their teaching and learning practice
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