Exploring the effectiveness of a multimodal self-regulated learning grammar module for middle school students DOI Open Access
Xiaoqing Wang, Sze Seau Lee

International Journal of ADVANCED AND APPLIED SCIENCES, Journal Year: 2025, Volume and Issue: 12(1), P. 154 - 163

Published: Jan. 1, 2025

This study examined the effect of a multimodal self-regulated learning grammar (MSRLG) module on improving grammatical competence and (SRL) skills among middle school students in Beijing, China. Using mixed-methods approach, research involved 305 participants, including 265 40 English teachers. Data was collected through quantitative questionnaires to measure students' perceptions instruction, qualitative interviews explore teachers' views SRL teaching methods, as well their experiences with MSRLG module. The findings showed that who used improved both skills. Both teachers gave positive feedback module, noting it made more engaging better suited individual needs. also found module’s goals aligned needs, were willing implement strategies classrooms. highlights value integrating methods education, suggesting this approach can improve encourage take responsibility for learning.

Language: Английский

Mobile language app learners’ self-efficacy increases after using generative AI DOI Creative Commons

Audrey K. Kittredge,

Elise Hopman,

Ben Reuveni

et al.

Frontiers in Education, Journal Year: 2025, Volume and Issue: 10

Published: Feb. 6, 2025

Introduction Although generative artificial intelligence (AI) is ubiquitous, there little research on how it supports self-efficacy (learners’ belief that they can perform at a particular level specific task). The purpose of these studies was to investigate development in AI-based language learning experience. Methods In two studies, learners ( N = 385) French/Spanish used features offering conversation practice and on-demand explanations mobile app (Duolingo) for 1 month. Before after using the features, reported their other perceptions. Results Study 1, who had already felt significantly more prepared use real-life situations month, as did 2 first time. Learners also share opinions navigate city, higher speaking understanding grammar mistakes. Across majority agreed effectively supported learning, outside app. Discussion These results provide evidence enhanced AI, building findings from classroom interventions.

Language: Английский

Citations

1
A Study on EFL Vocabulary Teaching for Non-English Major College Students in China Based on Multimodal Theory DOI Open Access

Xuanxuan Zhou,

Nur Ainil Sulaiman, Hanita Hanim Ismail

et al.

World Journal of English Language, Journal Year: 2025, Volume and Issue: 15(3), P. 265 - 265

Published: Jan. 13, 2025

In the era of global diversification and technological advancement, vocabulary teaching English as a Foreign Language (EFL) faces new challenges opportunities. Multimodal theory-based has gained significant attention in academic research. This study addresses EFL acquisition among non-English major students by employing Explanatory Sequential Design (ESD). Initially, this conducted quantitative semi-structured questionnaire involving 78 college China. It identified key learning issues, including monotonous presentation content, limited methods tedious tasks. To address these challenges, research implemented practice at Wenzhou Business College (WZBC) for one semester with 20 students, focusing on pre-class, in-class, post-class stages. collected data to evaluate effectiveness intervention follow-up interview 5 gain deeper insights. shows that applying multimodal theory enhances engaging varied interactive methods, customised tasks build confidence, thereby boosting interest participation learning. These findings offer valuable insights advancing educational practices.

Language: Английский

Citations

0
Enhancing student GAI literacy in digital multimodal composing through development and validation of a scale DOI Creative Commons
Meilu Liu, Lawrence Jun Zhang, Donglan Zhang

et al.

Computers in Human Behavior, Journal Year: 2025, Volume and Issue: 166, P. 108569 - 108569

Published: Jan. 31, 2025

Language: Английский

Citations

0
Technology-enhanced self-regulated second language learning interventions: A systematic review DOI
Mengru Pan,

Chun Lai,

Kai Guo

et al.

System, Journal Year: 2025, Volume and Issue: 131, P. 103675 - 103675

Published: April 15, 2025

Language: Английский

Citations

0
Exploring the effectiveness of a multimodal self-regulated learning grammar module for middle school students DOI Open Access
Xiaoqing Wang, Sze Seau Lee

International Journal of ADVANCED AND APPLIED SCIENCES, Journal Year: 2025, Volume and Issue: 12(1), P. 154 - 163

Published: Jan. 1, 2025

This study examined the effect of a multimodal self-regulated learning grammar (MSRLG) module on improving grammatical competence and (SRL) skills among middle school students in Beijing, China. Using mixed-methods approach, research involved 305 participants, including 265 40 English teachers. Data was collected through quantitative questionnaires to measure students' perceptions instruction, qualitative interviews explore teachers' views SRL teaching methods, as well their experiences with MSRLG module. The findings showed that who used improved both skills. Both teachers gave positive feedback module, noting it made more engaging better suited individual needs. also found module’s goals aligned needs, were willing implement strategies classrooms. highlights value integrating methods education, suggesting this approach can improve encourage take responsibility for learning.

Language: Английский

Citations

0