The development of learner autonomy through internet resources and its impact on English language attainment

Since the arrival of the Internet and its tools, computer technology has become of considerable significance to both teachers and students, and it is an obvious resource for foreign language teaching and learning. The paper presents the results of a study which aimed to determine the effect of the application of Internet resources on the development of learner autonomy as well as the impact of greater learner independence on attainment in English as a foreign language. The participants were 46 Polish senior high school students divided into the experimental group (N = 28) and the control (N = 18) group. The students in the experimental group were subjected to innovative instruction with the use of the Internet and the learners in the control group were taught in a traditional way with the help of the coursebook. The data were obtained by means questionnaires, interviews, learners’ logs, an Internet forum, observations as well as language tests, and they were analyzed quantitatively and qualitatively. The results show that the experimental students manifested greater independence after the intervention and they also outperformed the controls on language tests

Issues in Integrating Information Technology in Learning and Teaching EFL: the Saudi Experience

[EN] The Saudi education system is facing a climate of change characterized by an interest in integrating new technology and educational approaches to improve teaching andlearning. In this climate, the present paper explores the issues in integrating information technology in learning and teaching English as a foreign language (EFL) in government intermediate schools in Riyadh,the capital of Saudi Arabia. The background to information technology use in Saudi education is introduced, with specific reference to the Wataniproject for integrating computer and internet use into educational administration and teaching. Taking an interpretive approach, the author offers insights into the current status and use of Information and Communications Technologies (ICT) facilities in the two intermediate schools. A discrepancy is found between intention and practice. Issues are highlighted that contribute to the failure to exploit fully the potential of ICT: teacher resistance, lack of training and budgetary or resource constraints. The author concludes that the wider exploitation of information technology in learning English, supported by appropriate training, could benefit both students and teachers and offers recommendations for its implementationAl-Maini, YH. (2013). Issues in Integrating Information Technology in Learning and Teaching EFL: the Saudi Experience. The EuroCALL Review. 21(2):49-55. https://doi.org/10.4995/eurocall.2013.9790OJS4955212Al-Agla, Ali. (2002). Introducing computer supported co-operative learning to the curriculum of Islamic Studies and Arabic Language institute for Non-Arabic speakers: teachers' perceptions, students responses and administrations' views. Ph.D. thesis, UK: University of Hull, Institute of Learning.Al-Showaye, M. (2002). Use of computer-based information technology and the Internet in Saudi Arabian intermediate and secondary schools. Ph.D. thesis, UK: University of Manchester.Anderson, J., and Weert, T. (2002). Information and Communication Technology in Education, A curriculum for schools and programme of teacher development. France: UNESCO.Atkinson, T. (1998). WWW, the Internet. London: CILT.Blurton, C. (1999). New Directions of ICT-USE in Education. Hong Kong: University of Hong Kong.Eastment, D. (1999). The Internet and ELT. London: The British Council.Saudi Information Resource Centre. 2000. http://www.saudiinf.com/main/start/htmTinio, V., E-ASEAN Task,Force , and UNDP Asia Pacific Development Information Programme (2003). ICT in Education. New York: e-ASEAN Task Force.Watani. (2007). http://www.watani.org.saWilliams, B. (1999). The Internet for teachers. Chicago, IL: IDG Books

Exploring Cultural Identity: Learning Culture Through Effective Interactive Design

Culture defines groups of individuals by language, religion, art, or tools. In today\u27s ever growing sector of computers, smart phones, and tablets, mobile technology is used as a means to discover a sense of individuality through wireless devices and essentially the Internet. This is a case study on how to design a better educational app designed to teach culture through visual exploration and user testing. This thesis also explores how design affects behavior through usability. Through an analysis of interdisciplinary subjects, Exploring Cultural Identity aims to provide a visual prototype to teach culture, specifically focusing on Korean art. The goal is to provide foreign-born adoptees and second-generation U.S. children (and anyone interested in learning a different culture) an easy-to-access resource that explores culture through a series of apps

Main strategies of internet-based Japanese language teaching and the associated risks : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Japanese at Massey University

This study formulates two models of using Internet in classroom based Japanese language education. The models identified, the static model and the dynamic model, can be used in planning the strategy of introducing Internet as an educational medium in Japanese language classroom. Apart from elaborating the features of the models, and clarifying their relationships to recognized foreign/second language teaching approaches, we determine the risks, associated with Internet based Japanese language education and consider the ways to mitigate them. Our study is backed by 2 surveys, and by qualitative and quantitative analysis of Internet search engine data and of a database of teachers' beliefs data. This study may be of value to Japanese language teachers and learners, education administrators and to designers of CALL software