Investigation of Multiple Recognitions Used for EFL Writing in Authentic Contexts

Recognition technologies had been prevailing and widely used for EFL learning. We investigated the different recognitions used for EFL writing based on image-to-text, translated speech-to-text, and location-to-text recognitions – ITR, TSTR, and LTR. A quasi-experiment was implemented for 12 weeks in a vocational high school with experimental and control groups in two stages. Pre-test, posttests 1 and 2, questionnaires, and interviews were conducted and analyzed. Experimental learners, who wrote writing based on ITR and TSTR, outperformed control learners who wrote that based on TSTR only. Also, the experimental learners, who wore writing based on ITR, TSTR, and LTR, outperformed the control learners who wrote that based on ITR and TSTR. Particularly, LTR was beneficial for identifying controlling ideas and addressing the writing topics. ITR was beneficial for brainstorming and generating more ideas. TSTR was beneficial for yielding and transferring writing contents into words. The multiple recognitions were beneficial for most EFL writers, especially for low-ability language writers. Most writers were interested in describing based on authentic context learning. However, they complained about the low accuracy of LTR and TSTR and the difficulty of ITR texts when writing. Accordingly, the LTR database with various categories of places, the generation of ITR based on the language abilities of learners, and the higher accuracy of TSTR should be strictly considered when applying multiple recognitions for EFL writing

Communication structures in computer-supported cooperative learning (CSCL) environments for adult learners in distance education

This qualitative study addresses the research question: What is the nature of the instructional communication process sustained by computer-supported cooperative learning (CSCL) environments for adult learners in constructivist distance education? The target audience was adult learners; the constructivist learning paradigm guided the analysis of the teaching/learning interactions and communication events. A course was selected as the unit of analysis by following a theoretical construct sampling strategy. Relevant information selected purposively from the course archive was analyzed using conversation analysis to explore the nature of the instructional communication process (the "macro" level") and content analysis to identify the types of teaching/learning interactions, the types of knowledge and the cognitive processes that occurred in the chosen environment (the "micro" level). The study develops a model that characterizes online conversations as instructional communication events, and establishes a framework for the systematic analysis of online conversations in CSCL environments. At the "macro" level of analysis, the participants' discourse in the synchronous conversations moderated by the instructional team was well-structured and composed of a set of phases - opening, instructional delivery, and closing - as in face-to-face classroom discourse research. In contrast, the unmonitored asynchronous conversations were characterized as ill-structured; only the opening phase or the instructional delivery phases were represented in the discourse. At the "micro" level, extensive and diverse types of interactions occurred in the asynchronous conversations, but fewer types were evident in the synchronous conversations, which were structured by the instructional team to limit active participation to only a few students. These findings suggest that online instructional conversations can be characterized as student-centered, teacher-centered, or a combination of both, according to the type and variety of interactions that occur among participants. The analysis also identified the types of knowledge constructed and shared by students as well as the cognitive activity represented in their discourse, which were characterized as instances of specific learning processes - such as collaborative problem solving and collaborative argumentation - and diverse learning outcomes consistent with the learning goals in the course selected in the study

Proceedings of Papers 2-nd International Scientific Conference MILCON'19

In front of you is the thematic Proceedings, as a collection of papers presented at the 2nd MILCON’19 Conference ''Contemporary education based on ADL'', organized on November 12th 2019, by the Military Academy "General MihailoApostolski" - Skopje associated member of the University ''Goce Delcev'' - Shtip, within the RADLI Project (Regional Advance Distributive Learning Initiative), supported by the Kingdom of Norway and implemented by the Jefferson Institute, USA. The objective of the Conference was to gather educators and trainers from different countries in order to give us the opportunity to increase both knowledge and cooperation within all aspects of advance distributed learning - ADL. Hence, the Proceedings contain 32 papers focused on the contemporary trends in the use of information technology in a pedagogical way, as well as the best practices both from a theoretical point of view, but also from a practical aspect on the topics related to educational programs using blended learning, emerging learning technologies, multiplatform delivery of courseware, motivational and pedagogical learning strategies and other topics related to ADL. This international scientific conference gives us a wonderful opportunity for exchanging experience and knowledge between the scientific workers and the practitioners from North Macedonia, USA, Serbia, Poland, Slovenia, Bosna and Hercegovina and Norway. The papers published in the Proceedings are written by eminent scholars as well as by members of the security system participating in the educational process of the army, police and other security services from different countries. Each paper has been reviewed by international experts competent for the field to which the paper is related. The data and information gained with the empirical research, as well as theoretical thoughts and comparative analyses in the Proceedings will give a significant contribution to the development of the use of ADL in a pedagogical way. We wish to extend our gratitude to all authors and participants to the Conference, as well as to all those who contributed to, or supported the Conference, especially the Kingdom of Norway and the Jefferson Institute, as well as to the Ministry of Defense and the Armed Forces of the Republic of North Macedoniafor their immense support of the Conference

Design and evaluation of mobile computer-assisted pronunciation training tools for second language learning

The quality of speech technology (automatic speech recognition, ASR, and textto- speech, TTS) has considerably improved and, consequently, an increasing number of computer-assisted pronunciation (CAPT) tools has included it. However, pronunciation is one area of teaching that has not been developed enough since there is scarce empirical evidence assessing the effectiveness of tools and games that include speech technology in the field of pronunciation training and teaching. This PhD thesis addresses the design and validation of an innovative CAPT system for smart devices for training second language (L2) pronunciation. Particularly, it aims to improve learner’s L2 pronunciation at the segmental level with a specific set of methodological choices, such as learner’s first and second language connection (L1– L2), minimal pairs, a training cycle of exposure–perception–production, individualistic and social approaches, and the inclusion of ASR and TTS technology. The experimental research conducted applying these methodological choices with real users validates the efficiency of the CAPT prototypes developed for the four main experiments of this dissertation. Data is automatically gathered by the CAPT systems to give an immediate specific feedback to users and to analyze all results. The protocols, metrics, algorithms, and methods necessary to statistically analyze and discuss the results are also detailed. The two main L2 tested during the experimental procedure are American English and Spanish. The different CAPT prototypes designed and validated in this thesis, and the methodological choices that they implement, allow to accurately measuring the relative pronunciation improvement of the individuals who trained with them. Both rater’s subjective scores and CAPT’s objective scores show a strong correlation, being useful in the future to be able to assess a large amount of data and reducing human costs. Results also show an intensive practice supported by a significant number of activities carried out. In the case of the controlled experiments, students who worked with the CAPT tool achieved better pronunciation improvement values than their peers in the traditional in-classroom instruction group. In the case of the challenge-based CAPT learning game proposed, the most active players in the competition kept on playing until the end and achieved significant pronunciation improvement results.Departamento de Informática (Arquitectura y Tecnología de Computadores, Ciencias de la Computación e Inteligencia Artificial, Lenguajes y Sistemas Informáticos)Doctorado en Informátic

Annual General Assembly of the International Association of Maritime Universities

978-84-947311-7-

A sequential exploratory design for the e-learning maturity model in Middle Eastern countries

E-learning involves the use of information and communication technologies (ICTs). It is transforming universities and has undergone immense change. Therefore, it has become the main tool for improving educational and training activities. Many universities are combining e-learning components with their conventional instruction in order to enhance the delivery of traditional courses. However, many models of e-learning initiatives fail to achieve desired learning and teaching outcomes, because of the selection of inappropriate technology, instructor characteristics, or failure to provide sufficient attention and support from the organization (Engelbrecht 2005; Selim 2007). Despite the potential models of e-learning as tools to enhance education and training, their values will not be realized if instructors, learners, and organizations do not accept them as efficient and effective learning tools. Yet, it seems that universities in the Middle East are still at a fundamental stage of adopting and implementing e-learning despite the plentiful factors that suggest e-learning as a support tool capable of enhancing the process of learning. The reason behind selecting Middle Eastern universities is that in Arab countries mostly focuses on the insertion of new technological features without taking into account psychopedagogical concerns that are likely to improve a student's cognitive process in this new educational category. Also, fragile strategies for e-learning have existed in most of the Middle Eastern universities. Consequently, describing strategy is serious to the successful deployment of e-learning initiatives in Middle East and Arab countries. The aim of this thesis is to explore the criteria affecting the introduction of a maturity model in the deployment of e-learning in Middle Eastern countries. Building on the extant literature review concerning the identification of critical success factors (CSFs) of e-learning, many factors (instructor characteristics, information technology infrastructure, and organizational and technical support) were examined and it was found that there is no complete model for e-learning. Also, this review concluded that the factors developed need modification to account for Middle Eastern status. These modifications resulted in the development of an e-learning maturity model affecting e-learning development in the Middle East. The thesis was mainly a sequential exploratory study that employed in-depth interviews, supplemented by questionnaires. Qualitative data was collected from interviews and analyzed using Grounded Theory. The results of the qualitative analysis were followed up by collecting quantitative data using online questionnaires. The quantitative data was analyzed using exploratory and confirmatory factor analysis. A total of 600 responses were used in the quantitative analysis, while a total of 150 interviews responses were used in the qualitative analysis. The results of this study provide an insight into six important dimensions. First, the results describe how learners’ perceive e-learning models in higher education institutions and sheds some light on learner attributes that may be prerequisites for benefiting from and accepting e-learning models. Second, they address the issue of higher education institutions’ strategies for e-learning initiatives. Third, the results describe how learners’ perceive e-learning features in higher education institutions. Fourth and fifth, they explain the criticality and importance of the instructor, and student attitudes towards e-learning environments. Sixth, they assess the effect of e-learning on students

The design, implementation and evaluation of a web-based learning environment for distance education

In this study, the need was emphasised to investigate the effects of using the Web in teaching students at a distance using a multi-level evaluation framework. A Web-based learning environment was designed, developed, implemented and evaluated for this purpose. Constructivist epistemology provided the basis for developing various components and developing problem-centred and interactive activities. Management, tutorial, interaction and support components were designed to work with each other to construct the learning environment, deliver course content, facilitate interaction and monitor student progress.A methodology was designed to describe and assess the learning environment in terms of access (standardisation, speed, resources, the tutor and peers), costs (types, structure, factors influencing, etc.), teaching and learning functions (quality of course objectives, materials and resources, learning approach and student achievement), interactivity (quantity and quality of student-tutor and student-peer interaction), user-friendliness (user-interface design, ease of use and navigation design) and organisational issues. The learners were Egyptian first-grade secondary school students (32), assigned randomly, and the topic selected for the course being developed was mathematics. Feedback was obtained from both learners and experts in distance education and on-line learning during the developmental and field-testing of the learning environment. Quantitative and qualitative methods (on-line student and expert questionnaires, students' logs, performance in formative evaluation, content analysis of peer discussions, achievement test and cost-analysis) were combined to gain insights into students' satisfaction with the different instructional and technical features and capabilities of the learning environment, achievement of course objectives in comparison with conventional classroom students, factors influencing their learning and perceptions and the unit cost per student study hour.The results indicated that although the learning environment and course materials were accessible, interactive, well-structured, user-friendly and achievement was successful for the on-line group, no significant differences were identified between the on-line students and traditional classroom students in overall achievement or achievement of low-order and high-order learning objectives. In addition, it is unlikely any cost saving would be made from shifting to the Internet to deliver instruction and many major factors were found to influence the development and support costs of on-line learning

The Impacts of Digital Transformation

Science is like a wall that rises above the bricks below. For this reason, I would like to thank the authors of the resources used in this book and all the contributors to the development of the science. The development of technology and its use in all areas of human life cause transformation. This transformation is effective in many areas such as human life, business processes, ways of doing business, distribution channels, social and cultural values, government processes and etc. This transformation brings both advantages and disadvantages so these affect so many areas. The main purpose in the publication of this book is to draw attention to the effects of the irresistible changes of Digital Transformation. In this book, there are 9 chapters that cover the different aspects of Digital Transformation written by authors from different countries. I think the chapters will contribute to science and humanity. With this book, which we have created as a result of a detailed and meticulous study, academics, employees, students and anyone who is interested in digital transformation in the international arena will learn useful information about the changes and the impacts facing the world