Audio Podcast and Video Practical for Short and Long-Term Memory Student

Listening items on the Marlins Test are more varied with various nationality accents. Seafarers' listening ability can be improved by listening to different language accents. This research used here is a quasi-experimental research design. The sampling method used for Non-Probability Sampling.  Based on the results of the analysis and discussion, the following conclusions are obtained: there is no significant difference between Using Audio Podcast and Video Practical Training (Students with Short Term and Long-Term Memory) groups; there is no significant difference between Student Short Term Memory – Student Long Term Memory; there is a significant difference between the two Audio Podcast groups (Student Short Term Memory – Student Long Term Memory); there is no significant difference between the two Video Practical Training groups (Student Short Term Memory – Student Long Term Memory). The use of audio podcasts in teaching listening needs to be increased because it is effective for students inside and outside the classroom. The existence of podcasting contributes to helping teaching and learning activities run well. That is because listening comprehension becomes a complex process to understand spoken language in English Foreign Language learners. The use of audio podcasts in achieving listening skills in teaching activities needs to be investigated further. Literature research using the systematic review method to determine the effectiveness of audio podcasts in teaching listening at all levels of students needs to be studied further. The use of audio podcasts in teaching listening needs to be increased because it is effective for students inside and outside the classroom

Expectations eclipsed in foreign language education: learners and educators on an ongoing journey / edited by Hülya Görür-Atabaş, Sharon Turner.

Between June 2-4, 2011 Sabancı University School of Languages welcomed colleagues from 21 different countries to a collaborative exploration of the challenging and inspiring journey of learners and educators in the field of language education.\ud \ud The conference provided an opportunity for all stakeholders to share their views on language education. Colleagues met with world-renowned experts and authors in the fields of education and psychology, faculty and administrators from various universities and institutions, teachers from secondary educational backgrounds and higher education, as well as learners whose voices are often not directly shared but usually reported.\ud \ud The conference name, Eclipsing Expectations, was inspired by two natural phenomena, a solar eclipse directly before the conference, and a lunar eclipse, immediately after. Learners and educators were hereby invited to join a journey to observe, learn and exchange ideas in orde

Teaching Authentic English Pronounciation

Most of the evidence from different research and literature indicates that learners beyond the age of puberty cannot acquire authentic pronunciation of a second language, because the articulation muscles have already lost their flexibility to be able to make new sounds which has not been in the first language. However, there are some adult learners who have the ability to achieve a perfect native like pronunciation of English. In relating Howard Gardner?s (1983) theory of multiple intelligences (MI) to second language learning, we can more easily discern the acquisition of authentic accent by adult learners in spite of the flexibility loss of the vocal cords. According to Gardner?s theory, which attaches important features to the notion of intelligence, learners within a wide range of IQs can be successful in acquiring a second language. In this regard, “musical intelligence” -the forth intelligence in Gardner?s theory- can explain the relative ease that learners have in perceiving and producing the intonation patterns of a language. This research aims to seek ways to enhance the ability of language learners to acquire more native-like pronunciation by the aid of their musical intelligence which is almost an innate ability in everyone. Keywords: Teaching, English & Pronounciatio

Investigating the use of podcasts to support basic and intermediary skills development, in excel, at undergraduate and foundation levels

Audio or video podcasts can offer students different ways of learning and can add value by providing access to learning materials ‘on the move’. This paper presents an initial investigation into the use of excel podcasts for undergraduate and foundation level students in different faculties at a single university. The podcasts were shown in lecture and seminar settings and uploaded to an online server for all students to access in their own time; either via a web browser or portable video player such as an iPod. Results for the on-going study were positive with the majority of students using them for developing their understanding of excel and exam revision. Students expressed an interest in having similar supplementary learning materials for other modules. Such conclusions drawn from this study highlight the need to investigate the use of podcasts further in the teaching and learning environment

Faith Integration in the Higher Education Online Classroom: Perspectives and Practice

Online instruction in higher education has grown dramatically in recent years, and more faith-based colleges and universities are including online courses as a part of their educational offerings. The integration of faith in learning is an important goal in many of these faith-based institutions; however, the practice of faith integration in online settings presents unique challenges for faculty members. The purpose of this article is to provide support for faculty members teaching online in Christian colleges and universities with faith integration by presenting a series of strategies for their use. Approaches to faith integration are grouped utilizing a model presented by Dulaney et al. (2015) and adapted here for online contexts. Recommendations for working with students of differing faith backgrounds are also provided

The genesis and development of mobile learning in Europe

In the past two decades, European researchers have conducted many significant mobile learning projects. The chapter explores how these projects have arisen and what each one has contributed, so as to show the driving forces and outcomes of European innovation in mobile learning. The authors identify context as a central construct in European researchers’ conceptualizations of mobile learning and examine theories of learning for the mobile world, based on physical, technological, conceptual, social and temporal mobility. The authors also examine the impacts of mobile learning research on educational practices and the implications for policy. Finally, they suggest future challenges for researchers, developers and policy makers in shaping the future of mobile learning

Mobile technologies for (English) language learning: An exploration in the context of Bangladesh

Milton’s (2002) literature review of languages, technology and learning found that language laboratories “…proved to be a useful tool, but only one tool, in the hands of a good teacher, and a huge waste of time and money in the hands of a bad teacher” (p16) with computer language labs being “..something of an oddity… [with] no clear method or best practice for using them’ (p17). Instead, Milton identified numerous examples of effective language learning supported by broadcast (radio) or recorded (tape, CD) audio. Recently, research has begun to focus upon mobile learning (e.g. Naismith et al, 2004), but the potential of mobile media players (for example, the iPod) is only recently being explored. It has been suggested that language learning is one of the disciplines particularly likely to benefit from widespread ownership of mobile devices such as phones and media players (Kukulska-Hulme, 2006). For example, Rosell-Aguilar (2007) has begun to develop a theoretically informed pedagogy of podcasting, as a means of providing language-learning resources on mobile devices, suggesting podcasts offer a number of advantages for language learning (p. 479). This paper examines the opportunities for mobile language learning in the context of Bangladesh, where mobile devices are becoming increasingly affordable and ubiquitous. It is hoped that this paper also provides some insights into mobile learning for language education policy makers, distance education institutions and language teachers