A review of recent methodologies, technologies and usability in English language content delivery

English Language Teaching (ELT) and content delivery have undergone vast shift in this era of modernization. With analogue content digitized as a common form of knowledge delivery, methodologies equipped with current technologies have produced new perspectives on English Language Learning. This paper reviews the status, context, teaching parameters, assessment parameters, teaching strategies and usability in the current research capacity of ELT, highlighting the current works with technologies in their content delivery methods. Emerging technologies in ELT has also inspires the other spectrum of study involving the usability of technological interfaces, which has evolved constantly with the progression of human and computer interactivity. The aim of this research is to rediscover usability evolution surrounding the technologies in ELT and to redefine the gap existed in between English learning and tools interactivity. Current technologies and usability measures used in ELT will be discussed, highlighting the current trends in gauging interface interaction. A summary of comparative results in the aforementioned works will also be highlighted in this review paper, together with the categorization of reviewed parameters, variables and metrics in ELT. The reviews conducted have shown that there are still many unexplored areas in ELT, ELT technologies and usability in ELT

Using augmented reality to support writing activities in Junior High School

The using of technology provides education with many solutions to create a new teaching and learning environment. Augmented Reality is believed to provide the solution, particularly for teaching writing. The research was aimed to investigate how Augmented Reality was implemented in teaching writing. This study was conducted on 21th October until 30th October 2019 at SMP Daya Warga Bakti Bojongsoang Bandung. This study used quantitative method with preexperimental design. The sampling technique used in this study was group random sampling. One class was taken as the sample of this study. The data obtained from experiment class through pre-test and post-test results were analyzed by using SPSS. The observation in the form of a teaching program was applied for four meetings. The first was the pre-test session. Moreover, the second and the third were the teaching implementation using Augmented Reality. The forth meeting was post-test session. The results showed that the maximum score for the pre-test is 75, and the minimum score is 40. For the mean of pre-test score is 57.38. Moreover, the minimum score for the post-test is 65 and the maximum score is 92. For the mean of post-test score is 75.38. Thus, there is a slight improvement between the mean score before and after treatment; the post-test result is eighteen points higher than the pre-test result. The category for pre-test is “fair”, meanwhile the post-test is “good” category. Furthermore, the result showed that there is a significant improvement of students’ writing ability after using Augmented Reality according to t-count > t-table and sig (2 tailed) > α (0.05/2); the t-count is 12.29. Meanwhile the t-table is 2.797. Then, the sig (2 tailed) result showed 0.000; it is less than α = 0.025. Furthermore, for the N-gain result, the average N-gain is 0.42. It can be said that the improvement of students’ writing ability after using Augmented Reality is in the medium category. Augmented Reality in writing activity influenced students’ ability in writing descriptive text. This research is hoped could be beneficial for English teacher, students, and others

Speaking skills enhancement through digital storytelling among primary school students in Malaysia

Speaking skills can be considered a key measure of success in learning a language. Learning Tamil, as an elective language in Malaysian National Primary schools, is extremely difficult for beginners compared to students in National Type Tamil Primary Schools in Malaysia. The aim of the research is to apply digital storytelling as a pedagogical approach in speaking classes in national primary schools with a view to promote Tamil speaking abilities of children. A collaborative quasi-experimental action research design was adopted to measure the efficacy of digital storytelling in enhancing students' Tamil speaking skills. Action research was conducted with thirteen 2nd standard students aged between 7 and 8 years old, in a national primary school, in Pasir Gudang district, Johor, on a pilot project. The Tamil digital storytelling modules were developed in a mobile application with pre-and post-test survey tools and the respective class teachers were trained on the module to work with children in a regular classroom setting. The results showed that significant improvements were observed in students' comprehension, vocabulary, and fluency elements of the speaking skills after their participation in the digital storytelling sessions. As a result, the study suggests that digital storytelling may be an effective pedagogical approach to enhance students' speaking abilities in the classroom and beyond to improve the students' mother-tongue as second-language learning in schools

The Impact of Augmented Reality (AR) on Vocabulary Acquisition and Student Motivation

Although there is a growing body of literature about the use of Augmented Reality (AR) in language learning, research regarding its effectiveness for vocabulary development among secondary students is scarce. This study aims to measure the perception toward AR technology (H1), the effect of its use on vocabulary development (H2), and its impact on student motivation (H3). In this mixed method research based on convenient sampling, 130 students aged 14 to 15 (9th-graders) from two secondary education schools were assigned to an experimental (n = 64) and a control (n = 66) group. Both groups needed to learn 30 geographic terms in English over four weeks. The control group used a traditional method based on a handbook, while the experimental group was exposed to an AR-based lesson containing the same lexical terms. The instruments involved an English pre-post-test about the target vocabulary, a pre-post-survey, and a class discussion. Quantitative and qualitative data were analyzed through SPSS 20 statistical software and a thematic analysis, respectively. The results evidenced positive attitudes and a strong interest in AR integration in language learning. However, no significant differences were observed regarding vocabulary learning performance between both groups of secondary students.This study is part of a larger research project, [The integration of AR in language learning], financed by the Instituto de Ciencias de la Educacion at the University of Alicante (Reference number: 4887)

Using Mobile-Assisted Language to Encourage EFL Learning among Indonesian Learners of English

Digital Literacy (DL) is defined as the ability to use information and communication technology to communicate with cognitive and technical skills. One of the Digital Literacy is Mobile-Assisted Language Learning (MALL) or mobile phones-based language learning. Merits of this study are worthy of helping learners easier understand the language learning materials presented by either guided face to face in the classroom or self-learning out of the school. The study used experimental and control classes to compare the results that the significance of Mobile-Assisted Language Learning in learning language could be prescribed. Refer to the initial students’ ability, this study designed pre and post-test for the experiment. Furthermore, participants were 40 students of second-year students at the English Education Department. Same topics were taught for experiment and control class in alter methods. The results claimed that the using post-test of MALL had merits on improving experimental group more than control group performance. The results declared that using MALL would encourage students learning activities such as self-language learning, enriching vocabulary, promoting teacher’s pedagogic, student’s cognitive, writing skill, reading comprehension, speaking, grammar and listening skill. Lastly, this paper implied MALL as a reference for future curriculum and material developmen

A study of students' attitude towards EFL reading: Tinishu Metti and Jain preparatory schools in Gambella region in focus

This study was conducted to investigate EFL Students' attitude towards reading of Grade lland Grade 12students at Tinishu Meti and Jain preparatory schools at Gambella Region Mejeng Zone and Godere and Mengeshi Wereda. The study obtained quantitative and qualitative data collection method. Systematic random sampling technique was employed to select the sample size for the quantitative survey which takes 30% of the total population 325 in each grade in respective schools to maximize the sample. Accordingly, the sample size was 98 students. On the other hand, the researcher used purposive sampling for Focus Group Discussions conducted in the target schools. The schools and grade level of the study were selected in availability sampling techniques because only two preparatory schools were available in Mejeng Zone. The researcher decided to focus on 11th and 1ih grade students of both schools since these grade level teachers had complaints about their students' low involvement in EFL reading. The quantitative data was analyzed using the Statistical package for the Social Science (SPSS) version 16 software program to calculate mean score in order to describe the target students EFL reading attitude. One sample t-test and mean score were used to compare if there were a significant difference in EFL reading attitude between students in the target schools and whether there existed a significant difference between Grade 11 and 12 students in their EFL reading attitude. On the other hand, the qualitative data used in order to get information why the target respondents hold certain kinds of attitude that was analyzed qualitatively using methods of description, narration and interpretation. The finding of this study indicated that most students found negative kind of attitude. With respect to school and grade levels no statistically significant difference was observed between grade 11 and 12 students in the respective schools and also with respect to schools no statically significant difference was observed between Tinishu Meti and Jain preparatory school students.Jimma Universit

English Is It! (ELT Training Series). Vol. 10

Grup de treball ICE-UB:From English Acquisition to English Learning and Teachin

Examining Thai students' experiences of augmented reality technology in a university language education classroom

Descriptive mixed-methods were employed to investigate the experiences and perceptions of English as a Foreign Language (EFL) Thai students in higher education in integrating Augmented Reality technology (AR) in their reading classroom. Participants were queried on their habitual use of computers and the Internet, their perceptions of the advantages and disadvantages of AR, their experiences in using AR, and their reflective reports of self-efficacy in using AR in creating English vocabulary flashcards as supplemental learning resources. A questionnaire on their use of computers and the Internet was employed with 48 EFL, English-major undergraduates. Subsequently, the participants underwent the Classroom Activity Treatment which comprised 1) the Teacher Showcase, 2) the AR Computer Tutorial, and 3) the Student Showcase, respectively. Classroom observation notes were taken during the three phases. Besides, at the end of each of these three phases, a questionnaire on the acceptance and self-efficacy of AR was administered. Subsequently, 24 students participated in semi-structured interviews to elicit further insights into their perceptions of the effectiveness of AR in EFL instruction and learning. The Technology Acceptance Model 3 (Vankatesh & Bala, 2008) was employed for theoretical perspective on the data. Findings revealed most participants had no prior knowledge or understanding about AR before the study. Participants reported AR as advantageous for stimulating student engagement and motivation, and for enhancing memory and memorization. AR was reported to promote learning and practicing digital literacy skills. Participants reported relatively high levels of self-efficacy in using AR, which were primarily driven by their self-satisfaction, creativity and enthusiasm, peer and teacher assistance, as well as technological training and infrastructure. Participants also reported that they would continue using AR in the future when necessary resources, time, and access were secured, for the purposes of professional productivity and development. Analysis suggested that English education curricula be improved and re-designed to integrate the implementation of AR technology to tailor the learning experiences to the students’ needs and learning styles. Professional development and training should also be provided for teachers and students to educate them in using AR in language education teaching and learning