1,378 research outputs found

    Using Technology-Mediated Board Game on Young Learners

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    Background: The use of games and technology for educational purposes can be an appropriate method of enhancing learning performance. Therefore, this study presents a technology-mediated board game and its related course to engage young learners in Indonesia for learning English vocabulary. The study investigated young learners' vocabulary learning performance and learning motivation as the effects of using technology-mediated board game in the course. Methodology: This study employed a quasi-experimental design involving 67 students of one urban and one rural primary school. The vocabularies of fruits and vegetables were implemented online in the game by using QR codes. The instructional practices are to improve students' learning achievement and to find out students' learning motivation. The pre-test, post-test, and Keller's ARCS motivation model were conducted to analyze the effectiveness of technology-mediated board game for learning English vocabulary. Findings: The main finding indicated that technology-mediated board games could improve students' English vocabulary learning achievement. Moreover, the use of technology-mediated board games encouraged young learners to have strong learning motivation. On the other hand, the game could promote students to have a concept in gardening that can be encounter in their daily life. Conclusion: These findings imply that technology-mediated board game becomes an effective way of teaching English vocabulary to young learners in Indonesia

    A Literature Review and Meta-analysis of Digital Games and Second Language Learning

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    Exposed to traditional language learning strategies, students will gradually lose interest in and motivation to not only learn English, but also any language or culture. Hence, researchers are seeking technology-based learning strategies, such as digital game-mediated language learning, to motivate students and improve learning performance. This paper synthesizes the findings of empirical studies focused on the effectiveness of digital games in language education published within the last five years. Nine qualitative, quantitative, and mixed-method studies are collected and analyzed in this paper. The review found that recent empirical research was conducted primarily to examine the effectiveness by measuring language learning outcomes, motivation, and interactions. Weak proficiency was found in vocabulary retention, but strong proficiency was present in communicative skills such as speaking. Furthermore, in general, students reported that they are motivated to engage in language learning when digital games are involved; however, the motivation is also observed to be weak due to the design of the game and/or individual differences. The most effective method used to stimulate interaction language learning process seems to be digital games, as empirical studies demonstrate that it effectively promotes language education. However, significant work is still required to provide clear answers with respect to innovative and effective learning practice

    The effects of utilizing smartphone in enhancing students' English writing skills in Pakistan

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    Though mobile learning offers myriad language learning opportunities to digitally smart learners, yet Pakistani lecturers are still utilizing conventional pedagogical methods to teach English writing skills. The objective of this 8-week study was to investigate the effects of smartphone in enhancing students’ English writing skills in Pakistan. To conduct this mixed method study, purposive sampling was employed to choose 45 intermediate students as participants. The pre-test/post-test, questionnaire on motivation and semi-structured interviews were used for data collection. In addition, the study investigated the views of the one lecturer and four students regarding the effects of utilizing smartphone as a teaching and learning tool. The quantitative data was analyzed by applying Paired-samples t-test employing SPSS (Windows version 24.0). However, the qualitative data was analyzed and interpreted holistically based on the emerging themes. The key findings from the Paired-samples t-test indicated that the students significantly scored higher (after intervention utilizing smartphones) on their overall mean scores not only for the descriptive essay and its eight components but also for motivation. Similarly, the qualitative findings revealed that smartphone played an effective role that motivated the students to enhance their writing skills by engaging them in a fun learning and student-centered environment. Based on the findings, it is recommended that future studies should use smartphones to address other genres of writing with female samples from other provinces of Pakistan. Moreover, the findings support the theories such as multimedia, mobile learning, cooperative learning, process approach and theory of motivation. Besides, the curriculum designers should promote the utilization of smartphones to address issues in writing skills

    Developing Word-Card Games to Improve English Writing

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    Facing the English Language Teaching (ELT) challenges nowadays, the English teachers could facilitate language learning in effective and joyful ways by creating the word-card games for learning English. In this study, the writer would like to investigate whether the word-card games he designed and developed would be the effective strategy to improve students' vocabulary and grammar for writing. There were twenty-one students participating in this classroom action research. It is also essential to know how the English teachers could meet the needs and levels of competence and design the effective word-card games for learning English. It was unique to create four topics of the games, such as Synonyms, Antonyms, Degrees of Comparison, and Making Sentences by using the same cards, to apply pedagogical principles, and also to choose a scorer for each group to help conduct successful games. The word-card games also needed some continuous improvement by trying to play the word-card games with different respondents or players in order to gain necessary feedbacks to improve the shortcomings of the word-card games. In this study, most of his students or respondents gave positive feedbacks of the word-card games for learning English especially for enhancing the joy of learning and strengthening their writing skil

    Arcs Motivation Model: Content Analysis of Applied Articles Between the Years 1997-2018

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    DergiPark: 520477tredARCSmotivasyon modelinin eğitimsel kullanımına ilişkin uygulamalı makalelerin geneleğilimlerini belirlemeyi amaçlayan bu çalışmada, içerik analizi yöntemikullanılmıştır. Çalışmada, Web of Science, ERIC, SCOPUS, ULAKBİM ve GoogleScholar’da dizinlenen dergilerdeki 128 uygulamalı makale incelenmiş veelektronik ortamda oluşturulan formla sınıflandırılmıştır. Çalışmalar GoogleFormlar ve Microsoft Excel programları kullanılarak analiz edilmiştir.Çalışmada makalelerinin çoğunluğunun Web of Science’da dizinlenen dergilerdenelde edildiği; en sık 2018 yılında yayın yapıldığı; en fazla sayıda makaleninComputers amp; Education dergisinde yayınlandığı; bilgisayar destekli/webtabanlı eğitim alanının sıklıkla çalışıldığı; en sık nicel yöntemin tercihedildiği; veri toplama aracı olarak en yaygın motivasyon anketi /ölçeği veyaenvanterinin kullanıldığı; örneklem grubu olarak sıklıkla üniversiteöğrencilerinin tercih edildiği; veri analiz tekniğinde ise en yaygın olarak ttestinin kullanıldığı belirlenmiştir.In this study whichaims to determine the general tendencies of the applied articles related toeducational use of ARCS motivational model, content analysis method was used.In this study, 128 applied articles in journals indexed in Web of Science,ERIC, SCOPUS, ULAKBIM and Google Scholar were examined and classified byelectronic form. The studies analyzed with Google Forms and Microsoft Excel. Itis determined that the majority of the articles in the study were obtained fromthe journals indexed in Web of Science; the largest number of publications werepublished in the year 2018; most articles are published in Computers amp;Education; the most studied subject area is computer assisted/web basedtraining; the most used method is quantitative method; the most common datacollection tool is the motivation questionnaire; the most used sample group isuniversity students; and the most commonly used data analysis technique is thet test

    Exploring Podcasting in English as a Foreign Language Learners’ Writing Performance

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    The purpose of the present study was to determine whether giving English as a foreign language learners podcast lectures in addition to the traditional lectures help them to enhance their English language writing, and to explore and discover useful information regarding the adoption of podcasting as a learning or training tool in order to better understand and improve learning and teaching methods. This study was conducted with fifty five level two male students at the scientific section of the Preparatory Year in King Saud University. They were assigned into the experimental and control group randomly. The experimental group listened to podcast lectures as well as the in-class traditional lessons. Meanwhile, the control one was given traditional classroom lessons only. To assess the performances in the pre- and post-tests, analytic scoring rubric was used. To answer the research’s questions, a within group two paired samples t-test was computed. In addition, a survey questionnaire was administered to the podcasting group to explore their attitudes towards using podcast instruction to improve writing ability. The results showed that the students in the experimental group scored significantly higher than the control group. There was a significant decrease in spelling, punctuation and capitalization errors. Questionnaire’s results reported that EFL learners in the experimental group mostly conveyed positive attitudes. The current study recommended that EFL learners need to be familiarized and trained with the use of podcasting technology in language learning in order to get better gains. EFL teachers are suggested to integrate podcasting lectures into their EFL writing teaching. Keywords: Mobile learning, Podcasting, Writing accuracy, Attitudes

    English Language Learner Teachers’ Perceptions Of Digital Games On Student Learning

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    This body of work contains three articles that examine the intersectionality between English Language Learner (ELL) teachers and digital games. The purpose of the study is to qualitatively explore the perception of ELL teachers’ use of digital games as educational tools and whether they realize the potential to promote language learning for ELLs. This study aims to understand the lived experiences of ELL teachers to identify their viewpoint of language learning through gaming. The work focuses particularly on the teacher in an effort to contribute empirical work that supports the need for a more holistic approach to digital games in teacher education programs. This dissertation sought to answer four main questions: 1) What is the perception and lived experiences of ELL teachers use of digital games as educational tools?; 2) What are the perceived challenges facing ELL teachers in incorporating digital games?; 3) How does ELL teacher’s perception of digital games influence their use and incorporation?; 4) How do ELL teachers define best practices for digital games in order to promote language learning? I employed qualitative case study methods with a phenomenological lens to analyze the data. I interviewed six ELL teachers in the upper Midwest of the United States. The outcome of this study has the potential to enable teachers to use digital games effectively and to ultimately improve teaching and learning. Today, almost every aspect of society requires the use of technology. Therefore, the incorporation of technology into lesson plans is aligned with the needs of society in the 21st century. By adding digital games into classroom learning, educators may be able to better prepare students for their future careers. This preparation can be achieved because digital games have the potential to increase students’ problem-solving skills, as well as spatial and logical reasoning. The upward mobility and learning opportunities in digital games for ELLs are multiplied in fun and engaging ways

    Optimizing the virtual classroom: A case of intensive English course in the Next Normal

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    Due to the COVID-19 pandemic, online learning has automatically become a normal practice of the “Next Normal”. Intensive English is a compact three-week course offered to get first-year students ready for university study. Online learning was something new for both students and instructors. A key challenge in online learning was how to make virtual classroom as lively and interactive as possible. The aim of this study was thus to design an instructional program which integrated various technological tools and applications to optimize the virtual classroom. The 63 first-year students from two intact sections of Intensive English were used as participants of the study. A technology acceptance model (TAM) questionnaire (Davis, 1989; Hernandez, 2021) was adapted to assess the effectiveness of the instructional program. The results of the study revealed that all of the participants achieved the overall objective of the course and the target CEFR’s A2 level. They found their online learning experience rewarding. They were satisfied with this online learning experience and were willing to participate in similar online learning in the future. Additionally, recommendations for further research were discussed

    The Utilization of Mobile-assisted Gamification for Vocabulary Learning: Its Efficacy and Perceived Benefits

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    Research revealing the educational values of gamification in English as a Foreign Language (EFL) education has proliferated in the last decade. However, these studies have yielded inconclusive findings of its efficacy. Furthermore, studies on the use of mobile devices have also reported some potential pitfalls when being used for educational purposes. This quasi-experimental study thus set out 1) to evaluate the effectiveness of gamified vocabulary learning in a mobile-assisted language environment on Indonesian adult EFL learners’ vocabulary learning outcomes, and 2) to explore their perceptions of its benefits. Two classes comprising 74 first-year students taking a General English course at a state university in Indonesia were selected as the participants in this study and later randomly assigned to experimental and control groups. In addition to pre- and post-tests, online questionnaires were employed to collect data, which were analyzed using the SPSS 20 package. The main findings indicated that the students in the experimental group outperformed their counterparts in the control group. Furthermore, they confirmed the benefits of mobile-assisted gamification for their vocabulary learning in three aspects: learning outcomes, enjoyment, and motivation. In conclusion, these findings confirm the legitimacy of gamification and mobile-assisted language learning to scaffold EFL education

    Mobil Öğrenmenin Öğrencilerin Akademik Başarısı, Motivasyonu ve Tutumları Üzerine Etkisi: Bir Meta Analiz Çalışması

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    DergiPark: 581539tredYapılan bu araştırmada mobil öğrenme uygulamalarının öğrencilerin başarısı,motivasyonu ve tutumları üzerindeki etkisini ortaya koymak amaçlanmıştır. Buamaçla veri tabanlarında yapılan tarama sonucunda ulaşılan 66 deneyselaraştırma ile meta analiz çalışması yürütülmüştür. Analiz sürecinde öncelikleyapılacak meta analiz yöntemini belirlemek adına homojenlik testi yapılmış veçalışmaların heterojen olduğu sonucuna ulaşılmıştır. Bu nedenle analizlerderastgele erişim modeli kullanılmıştır. Araştırmada her bir değişken ve her biraraştırma için ayrı olarak Hedge’s g etki düzeyi hesaplanmış, ardından geneletki düzeyleri ve anlamlılık değerleri belirlenmiştir. Yapılan analizlerdenelde edilen verilere göre mobil öğrenmenin öğrencilerin başarısını geniş orandaartırdığı (Hedge’s g=0,882 p lt;0,01), motivasyon (Hedge’s g=0,541 p lt;0,01)ve tutumlarını (Hedge’s g=0,515 p lt;0,01) ise orta düzeyde artırdığı sonucunaulaşılmıştır. Böylece mobil öğrenmenin öğrenmeye katkı sağlayan, öğrencilerinmotivasyonunu artıran bir ortam olarak eğitimde kullanılmasının oldukça yararlıolduğu ortaya koyulmuştur.
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