College Students’ Perceptions of Cell Phone Integration in Language Learning

Cellphone integration in education has been widely discussed and explored, especially in the field of foreign language study. Compared with other countries, cellphone educational integration in China is in its infancy. This article examined Chinese college students\u27 perceptions of cellphone usage in three aspects: interaction, course construction, and flexibility. Though students generally demonstrated great interest for the cellphone integration in English language study, no significant difference was found between students\u27 characteristics and perceptions of interaction, course construction, and flexibility in their use of cell phones. However, researchers did find that course constructions are a significant predictor of students\u27 senses of course flexibility issues. This study also found that many students hold neutral attitudes towards the integration of cellphones, therefore initial stage of cell phone usage is of great importance in order to attract and motivate more students. Copyright © 2012, IGI Global

Conceptualizing Formative Blended Assessment (FBA) in Saudi EFL

This chapter sets out a conceptual framework for the design and use of ‘blended assessments’ that seek to create formative activities that can be characterized by shifting modalities of presentation, variations in time and action, and moves from individual to group work. The study’s framing is built upon longitudinal participatory action research based on the research questions. In addition to auto-ethnographic observations, 13 Saudi participants—three course coordinators, seven instructors, and three students—were asked to participate in focus groups and individual interviews. Using qualitative data analysis software, three core characteristics of formative blended assessment were identified: (1) multi-modal activities, flexibility, and peer encouragement, for example, were seen to be an ‘advantage’; (2) alignment of pedagogies and assessment tasks were perceived in a ‘compatibility’ theme; and (3) the possibility of dishonest behaviors and administrative challenges were classed under ‘complexity