Computer-assisted instruction: ‘JClic’ as a new pedagogical tool for EFL learners

The present study has a double purpose: firstly, to evaluate the effect of JClic on students' performance in the use of Simple Present Perfect in English and secondly, to establish the impact of the use of JClic on students' engagement and motivation. In other words, this research seeks to find out if student engagement and motivation in the learning process are heightened while using JClic, as a pedagogical tool, to carry out instruction. In this study, the Simple Present Perfect is presented in contrast to Simple Past in order to strengthen students' knowledge and understanding of the two tenses, although only the first one is evaluated as it was more problematic for them (according to the results from the 2nd end of term exam). Furthermore, a description and practice activities, involving the use of both tenses, are presented. In this study, we use mixed methods (quantitative and qualitative), in order to answer the research questions and obtain a better triangulation and complementarity regarding data collection. The findings reveal that the use of the JClic software, as a computer-assisted language-learning (CALL) tool, can increase students' engagement, motivation, and learning achievement. Thus, computer-assisted instruction (CAI) might complement teacher-directed instruction through motivating activities that are helpful to students so as to improve their academic performance. Finally, the results of this study may be useful for English teachers as they can use students' achievement data in order to make instructional decisions to change classroom environment and improve learning

Digital Games in EFL Classrooms: Beliefs and Practices of Norwegian Lower Secondary School Game Pedagogues and Students

The current thesis aimed to explore Norwegian lower secondary gaming pedagogues’ and students’ beliefs concerning the use of digital games in the EFL classroom. In addition, it aimed to investigate the reported challenges associated with digital games in the EFL classroom. Finally, this study investigated the gaming pedagogues reported practices when it comes to digital games, how they use them, and why. To gather the data, the study employed a mixed methods research design, including gaming pedagogue interviews and a student questionnaire. Four lower secondary gaming pedagogues from four separate Norwegian lower secondary schools were interviewed to investigate gaming pedagogues’ beliefs and their reported practices concerning the use of digital games as a tool to promote EFL learning. Additionally, 101 students from the gaming pedagogues’ classes participated in a questionnaire in order to provide insight into their beliefs. The findings demonstrated an overall positive belief concerning the use of digital games as a tool for EFL learning. Both gaming pedagogues and the students reported that digital games can be beneficial when used within the EFL classroom. While all the gaming pedagogues agreed that digital games can be a source of motivation and increased engagement, the amount of implementation and their reasoning behind it varied somewhat. Whereas some gaming pedagogues had used digital games due to their cultural relevance among students, others implemented it to reduce intimidation during communication. Despite the generally favorable beliefs, the study also identified challenges associated with using digital games in EFL learning, as reported by both gaming pedagogues and their students. The main challenges included the time investment required to ensure quality, in addition to the elements of distraction and varying gaming proficiency, as reported by learners. The present study contributes within the field of L2 English to gain a better understanding of gaming pedagogues’ and students’ beliefs concerning the use of digital games as an effective tool in the EFL classroom. It contributes to the growing body of the research field by exploring it from both the gaming pedagogues’ and the students’ perspectives. Further, the study aims to get insight into the reported challenges of implementing digital games in EFL instruction and compare the findings to previous research in the Norwegian context. Finally, the present study contributes by exploring what types of digital games the gaming pedagogues report that they use. The main teaching implications proposed by the findings of the current study concern how digital games are being used in the EFL classroom and for what reason. The use of digital games can increase both the students’ engagement and motivation in and outside of the classroom, as well their ability to communicate, read, and cooperate with peers, provided that the gaming pedagogues consider criteria such as mechanical feasibility and alignment with learning objectives. The students also reported that they preferred learning through the use of digital games, compared to other instructional methods, and that they also played digital games at home. Teachers can capitalize on this by implementing digital games in their EFL instruction, while carefully considering the varying degrees of gaming experience among their learners, in order to provide a more varied and motivational classroom. Further studies are recommended in order to expand the knowledge in this growing field. While the findings suggest an overall positive belief on use of digital games in the EFL classroom, further studies could investigate the long-term impact of digital games on language acquisition and engagement to get a better understanding of the sustainability and effectiveness of digital games as an instructional tool

Thai EFL teachers and learners’ beliefs and readiness for autonomous learning

The emergence of the ASEAN Economic Community has spurred countries in the region to relook their English language teaching approaches to ensure it is in line with regional and global changes. This has resulted in Asian countries seeking to modernise their teaching and learning of the language to promote higher order thinking skills and pave the way for better learner autonomy. This paper examines Thai teacher and learner beliefs about autonomous learning within the Thai culture of learning to determine if both are ready for autonomous learning. Using a qualitative approach employing interviews with teacher and students data was created from 76 English language teachers and 116 lower secondary school students, subdivided into high performing and low performing groups from 41 schools in Bangkok. The overall results indicate that both teachers and students hold positive beliefs about autonomous learning. The findings further reveal that the teachers supported communicative language learning while the students emphasised their needs for mental support, that teachers from large schools have higher academic expectations than those from smaller schools, and that lower performing students struggle for more academic and psychological support than their higher performing peers. The exam system, students’ dependence on teachers, and a lack of understanding from families and surrounding communities make it difficult for both teachers and students to achieve a high degree of autonomy. The study sheds some light on the challenges facing policy makers, particularly the Ministry of Education, with regard to what they can do to promote autonomy in the Thai school system

The effect of alternative assessment methods on young learners’ autonomy and self-regulation: Α quasi-experimental study

The aim of the study is to examine the implementation of Alternative Assessment in English as a Foreign Language (EFL) in a state primary school as proposed by the Institute of Educational Policy (IEP). Mixed research methods are employed. The quantitative data were analyzed, compared and contrasted along with qualitative data to prove that different types of Descriptive Assessment (DA) and learner portfolios have a favorable impact on Young Learners' (YL) autonomy and self-regulation. After implementing a two-month period intervention, it was found that both experimental group pupils’ Relative Autonomy Index (RAI) for self-regulation and performance in the language test significantly improved in comparison to their peers in the control group. The results are discussed in relation to the pedagogical implications they have for EFL in YL

Power to the Teachers:An Exploratory Review on Artificial Intelligence in Education

This exploratory review attempted to gather evidence from the literature by shedding light on the emerging phenomenon of conceptualising the impact of artificial intelligence in education. The review utilised the PRISMA framework to review the analysis and synthesis process encompassing the search, screening, coding, and data analysis strategy of 141 items included in the corpus. Key findings extracted from the review incorporate a taxonomy of artificial intelligence applications with associated teaching and learning practice and a framework for helping teachers to develop and self-reflect on the skills and capabilities envisioned for employing artificial intelligence in education. Implications for ethical use and a set of propositions for enacting teaching and learning using artificial intelligence are demarcated. The findings of this review contribute to developing a better understanding of how artificial intelligence may enhance teachers’ roles as catalysts in designing, visualising, and orchestrating AI-enabled teaching and learning, and this will, in turn, help to proliferate AI-systems that render computational representations based on meaningful data-driven inferences of the pedagogy, domain, and learner models

The Innovating Triangle in Teaching European Studies: Trends, Legal Regulations, Vocations

The Report to the European Commission on Improving the quality of teaching and learning in Europe’s higher education institutions (June 2013) and the activity from INOTLES project serves the starting point for this study. The title of the report has generated the basic question of this study – innovation in teaching is adopted under the influence of trends, it is supported/required by national legislation or it is just a vocation. In this regard, the first section contains an overview of the EU Group recommendations at high level for modernization of the higher education regarding on improvement of the teaching and learning quality. The second section analyses the policy documents from Moldova and the extent to which the Changing Paradigm of Teaching by applying innovative methods of teaching is supported at governmental/institutional level. The third section contains the data and the results of a sociological analysis on the assessment and the attitude of the teaching staff and students on the application and effects of innovative teaching methods. The conclusions maintain the idea that a teaching method is considered traditional or modern based on the comparison between the intentional or unintentional produced consequences. The exchange of experience, vocation/pedagogical tact is important in Changing Paradigm of Teaching

A literature review of the use of Web 2.0 tools in Higher Education

This review focuses on the use of Web 2.0 tools in Higher Education. It provides a synthesis of the research literature in the field and a series of illustrative examples of how these tools are being used in learning and teaching. It draws out the perceived benefits that these new technologies appear to offer, and highlights some of the challenges and issues surrounding their use. The review forms the basis for a HE Academy funded project, ‘Peals in the Cloud’, which is exploring how Web 2.0 tools can be used to support evidence-based practices in learning and teaching. The project has also produced two in-depth case studies, which are reported elsewhere (Galley et al., 2010, Alevizou et al., 2010). The case studies focus on evaluation of a recently developed site for learning and teaching, Cloudworks, which harnesses Web 2.0 functionality to facilitate the sharing and discussion of educational practice. The case studies aim to explore to what extent the Web 2.0 affordances of the site are successfully promoting the sharing of ideas, as well as scholarly reflections, on learning and teaching