Published: May 17, 2024
Language: Английский
Asian-Pacific Journal of Second and Foreign Language Education, Journal Year: 2024, Volume and Issue: 9(1)
Published: Jan. 1, 2024
Abstract While gamified technology integration in vocabulary instruction within a flipped classroom has yielded beneficial teaching outcomes, specific studies have raised concerns about potential adverse effects linked to this approach. As result, conducting comparative analysis between and conventional paper-based methods the framework become essential. This aims foster development of targeted approach that adeptly addresses unique needs students. study employed sequential explanatory research design examine effectiveness with method students different proficiency levels. Quantitative data was gathered from pretest posttest, whilst qualitative collected through teachers’ guided reflection. Using Academic Word List (300 target words), control groups paper-based, while experimental applied ( Quizlet, Kahoot!, Quizizz, Socrative, Google Form ), which lasted 10 weeks. The participants were 144 non-English major who took general English course 2nd semester 2023. ran SPSS 25 using Paired Sample t-Test One-way ANOVA . analyzed thematic progression. results showed did not affect students’ learning resulted conversely. It revealed is more effective than for general, low high-proficiency level. Further, beliefs admitted distinctive issues learners, whereas low-proficiency learners. difference quantitative sheds light on discussing threats implementing possible solutions.
Language: Английский
Citations
12
Heliyon, Journal Year: 2025, Volume and Issue: 11(2), P. e42061 - e42061
Published: Jan. 1, 2025
The aim of this article is to investigate the key success factors technology, pedagogy and content knowledge (TPACK) in language learning classrooms. We used multi criteria decision making (MCDM) technique namely analytical hierarchy process (AHP) along with group (GDM) order classify rank critical involved TPACK. classification ranking each factor TPACK systematized regularized importance technology-driven teaching Our study provides a new model for constructs, offering valuable understanding improving technology driven instructional strategies learning.
Language: Английский
Citations
1
International Journal of Professional Development Learners and Learning, Journal Year: 2024, Volume and Issue: 6(2), P. ep2408 - ep2408
Published: June 11, 2024
In the digital era, convergence of universal design for learning (UDL) principles and artificial intelligence (AI) stands as a transformative force shaping education. This article explores their intersection, emphasizing combined impact on fostering inclusion autonomous through lens UDL’s multiple means representation, engagement, expression. UDL, committed to inclusivity by providing various ways students access, engage with, demonstrate understanding content, synergizes with AI’s capabilities. The presents three practical applications illustrating how integration UDL AI, employing means, enhances learning, eliminates barriers, cultivates inclusive educational spaces. collaboration not only addresses immediate challenges but also serves catalyst systemic change, paving way more just equitable landscape in era. Continuous reflection, ethical considerations, purposeful AI are essential refining these approaches ensuring responsive system that promotes autonomy.
Language: Английский
Citations
4
Cogent Social Sciences, Journal Year: 2025, Volume and Issue: 11(1)
Published: Jan. 8, 2025
Recently, the paradigm of language instruction has evolved to prioritize students' accountability and autonomy. Nevertheless, within Afghan context, there exists a paucity empirical evidence regarding autonomous learning from perspectives EFL lecturers. This study delineates viewpoints lecturers concerning learning, their roles challenges they face in its promotion context. To achieve these objectives, data were gathered through semi-structured interviews conducted with nine participants. Thematic analysis was executed utilizing techniques reduction, display, drawing verification conclusions. The findings elucidated that regard as an efficacious pedagogical approach for learners assume responsibility. suggests function primarily facilitators process. Moreover, results indicated fixed curriculum constitutes principal obstacle learning. In light findings, sample utilized this does not accurately reflect broader population. Consequently, cannot be generalized other public universities. present contributes incrementally our understanding how Kandahar University fosters offers practical implications policymakers, educational institutions, who are interested adopting worthwhile goal.
Language: Английский
Citations
0
European Public & Social Innovation Review, Journal Year: 2025, Volume and Issue: 10, P. 1 - 20
Published: Feb. 13, 2025
Introducción: Este trabajo tiene como objetivo determinar la utilización e impacto de un módulo virtual voluntario base preparación para curso intensivo inglés y si este uso muestra alguna diferenciación individual según el sexo, edad, nivel confianza percepción del éxito en aprendizaje, específicamente, pronunciación destrezas orales. Metodología: Se realizó estudio con una 381 participantes a los que se administró cuestionario sobre diferentes aspectos programa, incluida parte voluntaria. Resultados: destaca interés relativamente bajo cómputo global, unas notables diferencias función sexo edad. Paralelamente, observa importante relación significativa entre recursos digitales mejora comunicativa confianza. Discusión: plantean interesantes relaciones las distintas variables utilizadas habiendo referencia estudios previos avalan o modulan resultados. Conclusiones: La pueden contribuir forma mayor aprendizaje No obstante, su limitada desigual hace necesario reforzar integración adquisición autonomía.
Citations
0
European Journal of Interactive Multimedia and Education, Journal Year: 2025, Volume and Issue: 6(1), P. e02503 - e02503
Published: Feb. 25, 2025
This research explores the integration of multisensory strategies in digital learning landscapes to enhance autonomous language learning. Drawing on theoretical foundations such as integration, strategies, and autonomy, study investigates how platforms that engage multiple senses can address challenges online learning, particularly for English learners. The focuses teachers Pedagogical Praxis module a master’s program, examining their experiences with landscape designed foster self-directed employed quantitative approach, collecting data via surveys evaluate impact design learner engagement, proficiency, autonomy. Findings indicate participants experienced higher levels improved comprehension, increased motivation through landscape. While majority respondents reported positive outcomes, minor related self-management technical difficulties were noted. Overall, highlights potential support learners offers insights into these be further refined maximize educational impact.
Language: Английский
Citations
0
Journal of English Language and Linguistics, Journal Year: 2025, Volume and Issue: 6(1), P. 75 - 96
Published: April 4, 2025
This study aims to assess the Common European Framework of Reference (CEFR) level English proficiency tertiary students engaged in online autonomous learning outside traditional classroom settings and identify students' strategies enhance CEFR-level proficiency. An explanatory sequential mixed methods design was employed, involving 129 Thai participating development project Rajamangala University Technology Lanna (RMUTL), Lampang campus. Data were collected through Speexx pretest posttest program, along with a questionnaire, analyzed using descriptive statistics thematic analysis. The results indicated that after posttest, overall, 45.75% all participants achieved higher CEFR level, 51.94% maintained their 2.33% experienced decrease level. According participants' approaches, majority adopted similar pattern learning, which involved assessing deficiencies, setting personalized plans goals, finding convenient channels, troubleshooting problems, monitoring evaluating progress.
Language: Английский
Citations
0
Asian-Pacific Journal of Second and Foreign Language Education, Journal Year: 2024, Volume and Issue: 9(1)
Published: July 1, 2024
Abstract This study investigated the effectiveness and dynamics of peer feedback in online offline learning environments, focusing on English as a Foreign Language (EFL) students’ affective engagement its impact outcomes. Utilizing an explanatory sequential mixed methods design, research divided participants into groups that studied through Zoom traditional classrooms over 12 weeks, analyzing their with feedback. Data were gathered from Likert-scale open-ended questionnaires, along performance scores key tasks, analyzed using descriptive statistics, t-tests, linear regressions, thematic analysis. The findings indicated students valued both settings, learners showing higher levels. However, this did not translate improved writing skills, highlighting need for further other factors could enhance EFL proficiency.
Language: Английский
Citations
3
Studies in Self-Access Learning Journal, Journal Year: 2023, Volume and Issue: 14(4), P. 489 - 501
Published: Dec. 19, 2023
The incorporation of Generative AI and platforms like Quizizz holds immense potential to deliver substantial benefits both English students teachers. Students can readily create their interactive self-assessment tools, allowing them monitor learning progress independently. Meanwhile, teachers facilitate enhance students’ independent learning, easing workload, offering personalized insights, boosting student engagement. Additionally, serve as a valuable resource for looking advance professional development. Importantly, explore new concepts at own pace without the fear judgment from others. While platform offers numerous advantages educators learners, several enhancements could render it an even more potent tool. By diversifying types AI-generated questions, wider range activities targeting various language skills. Furthermore, expanding variety responses, such voice or video, practice productive skills speaking. written-text responses promote writing To further enrich experience, integration checking providing feedback on these might be considered.
Language: Английский
Citations
7
Journal of English Language Teaching and Linguistics, Journal Year: 2023, Volume and Issue: 8(2), P. 139 - 139
Published: July 12, 2023
<em>Learner autonomy is one of the predictors academic performance. Many researchers have argued that moving from secondary to higher school a big transition. Shifting focus teacher-centeredness learner-centeredness, learners in display less reliance on their teachers carry learning. Throughout this process, develop and boost independence. However, numerous studies revealed most students are unaware shift. The purpose paper assess Moroccan EFL undergraduate during Covid-19 pandemic. Equally, study aims at developing awareness some strategies techniques use increase self-independence. To achieve purpose, employed quantitative approach. A Likert scale-based questionnaire was administered 100 (55 males 45 females) students. research data generated analyzed using SPSS. Statistical analysis pandemic (69%) were not aware role as independent autonomous learners. Likewise, only (30%) them involved syllabus design. Nevertheless (49%) readiness be part decision-making concerning teaching-learning process. results suggest internet, self-managerial skills, peer teacher collaboration among effective employ self-independence alike.</em>
Language: Английский
Citations
5