English Language Learners’ Attitude and Challenge Utilized M-Learning: Comparison Mobile Application Moodle and Google Classroom

Mobile learning became the alternative device and gadget in the online learning environment. Its implementation enabled English language learners to acquire and archive learning content regardless of their location or environment, ensuring that online learning is relevant. However, compact devices are restricted with various technicality challenges, and English lecturers and learners need their adaptation in university. The study aimed to measure and compare English language learners’ attitudes and challenge toward Moodle and Google Classroom mobile application (app). The study employed a quantitative descriptive approach applied to the survey research design cross-sectional. 149 English language learners were concerned as participants from South Jakarta Universities. The questioner findings revealed that the Google Classroom application had a moderately positive attitude toward mobile phones for language learning and teaching than Moodle Application. These findings suggest that the challenges of both platforms could be minimized by recognizing the comprehensive feature from both applications. The English language learners utilized and adopted to learn and develop their communicative capabilities in the Mobile-Assisted Language Learning (MALL) context. Its platforms could have the alternative device for conducting a comprehensive Learning Management System (LMS) rather than a personal computer or laptop interface. The characteristics of Moodle and Google Classroom mobile applications supported and enhanced both learners’ individual and social aspects of the online learning environment. The comparable parameters displayed Google Classroom application was more compatible with learning media than Moodle application. Nevertheless, the advance and complete feature would be accessed from Moodle application than Google Classroom

Adopting Moodle:Case Studies in the Diffusion of Innovation

This joint research paper among five part-time English teachers at Maebashi Kyoai Gakuen University, hereafter called Kyoai University, represents a focused practical application of Action Research based on CALL (Computer Assisted Language Learning) in the classroom and syllabus. This research builds upon the history and development of CALL at the University, including previous research based on student perceptions of CALL (Deadman, 2014) and teacher’s perceptions and evaluations of multimedia technologies (Mason, 2014). The paper details and investigates how CALL is adopted amongst the teachers in this study, through the existent software Moodle (Modular Object-Oriented Dynamic Learning Environment). Two of the members of this group have used Moodle, whereas the three other part-time teachers have had limited exposure and experience using it. The aim of this research group is to peer-teach each other in a community of practice, in order that our own technology skills increase, ultimately transferring this to better learning experiences for the students. The paper will use teachers experience, observations and planning to detail the purposefulness of technology in the curriculum; the teacher’s own perceptions of the technology; the subsequent selection, planning and design of appropriate class-specific Moodle applications; and each teacher’s initial evaluations of Moodle as they begin to construct their own Moodle accounts for various classes.　A general　e-mail was sent to all Japanese part-time teachers who would be interested in jointly partaking in a research paper, based on the above considerations. As such, the members of this research paper are equal in membership and responsibility for the research, as per the ethical considerations of practitioner research (Hammersley, M., Gomm, R., and Woods, P., 2003)

Practice and Assessment of Reading Classes Using Moodle

This research paper details the extensive use of Computer Assisted Language Learning (CALL) for a content-based reading syllabus at Gunma University, through the software program Moodle (Modular Object-Oriented Dynamic Learning Environment ), a free and open-source software learning management system used at Gunma University. 　　The research basis of this paper is within the sphere of Action Research , as a valuable professional development tool (Nunan, 2001) based on this researcher’s perceived valuation of the system and how it could better aid students to perform better in and be more motivated towards their English language and reading studies, introduce new technological skills and abilities, and aid teachers in better preparation, teaching and assessment of reading classes. Moodle enthuses that the Lesson Module ‘enables a teacher to deliver content and/or practice activities in interesting and flexible ways...teachers can choose to increase engagement and ensure understanding by including a variety of questions, such as multiple choice, matching and short answer.’ (Moodle, 2016). Therefore, this paper will ascertain whether the syllabus achieved a greater engagement and enjoyment by the students, and ensured better comprehension and understanding of key tasks and instructions. In addition, it will detail how teachers can benefit course management by employing such technology within the classroom

A Review and Assessment of Technology and Materials For English Language Teaching and Learning

As an increasing number of materials and language learning resources have become available online, English language learners of any level can easily access an unlimited number of websites and applications at the swipe of a finger. For teachers and students concerned with the quality of these online tools, being directed to websites that are trustworthy and truly educational can become a daunting task. This two-part article aims to support teachers in this challenge. In Section One, titled Website Review and Assessment for Listening Instruction , the results of a review and assessment conducted to determine the quality of readily available online resources and study materials intended for English language teaching and learning are presented. In Section Two, titled Online English Language Course Assessment, a review and assessment of an online language course suitable for either self-study or for use within the context of the English as a Foreign Language (EFL) classroom will be presented

From Multi-User Virtual Environment to 3D Virtual Learning Environment

While digital virtual worlds have been used in education for a number of years, advances in the capabilities and spread of technology have fed a recent boom in interest in massively multi‐user 3D virtual worlds for entertainment, and this in turn has led to a surge of interest in their educational applications. In this paper we briefly review the use of virtual worlds for education, from informal learning to formal instruction, and consider what is required to turn a virtual world from a Multi‐User Virtual Environment into a fully fledged 3D Virtual Learning Environment (VLE). In this we focus on the development of Sloodle – a system which integrates the popular 3D virtual world of Second Life with the open‐source VLE Moodle. Our intent is not simply to provide additional learning support features for Second Life, but to study more generally the ways in which integrated virtual environments can benefit teaching and learning, and this is the focus of our closing discussion

A gentle transition from Java programming to Web Services using XML-RPC

Exposing students to leading edge vocational areas of relevance such as Web Services can be difficult. We show a lightweight approach by embedding a key component of Web Services within a Level 3 BSc module in Distributed Computing. We present a ready to use collection of lecture slides and student activities based on XML-RPC. In addition we show that this material addresses the central topics in the context of web services as identified by Draganova (2003)

FLAX: Flexible and open corpus-based language collections development

In this case study we present innovative work in building open corpus-based language collections by focusing on a description of the opensource multilingual Flexible Language Acquisition (FLAX) language project, which is an ongoing example of open materials development practices for language teaching and learning. We present language-learning contexts from across formal and informal language learning in English for Academic Purposes (EAP). Our experience relates to Open Educational Resource (OER) options and Practices (OEP) which are available for developing and distributing online subject-specific language materials for uses in academic and professional settings. We are particularly concerned with closing the gap in language teacher training where competencies in materials development are still dominated by print-based proprietary course book publications. We are also concerned with the growing gap in language teaching practitioner competencies for understanding important issues of copyright and licencing that are changing rapidly in the context of digital and web literacy developments. These key issues are being largely ignored in the informal language teaching practitioner discussions and in the formal research into teaching and materials development practices