As the education world revolves to Education 4.0, flipped classroom is seen to be one of the learning approaches that best described the future learning. This research investigated the effects of flipped classroom approach on students English writing performance, the effects of flipped classroom approach on students’ motivation in English writing; and the correlation between students’ English writing performance and motivation. This study employed quasi-experimental approach to control group and experimental group. The instruments used in this study are reliable tests and validated questionnaire. The findings show that flipped classroom had positive effects on primary students’ English writing performance and motivation, as the evidence shows that the experimental group who experienced flipped classroom had a better writing performance and motivation compared to control group. However, the correlation between students’ English writing performance and motivation is uncertain.
{"title":"The Effects of Flipped Classroom on Primary School Students’ Writing Performance in English","authors":"","doi":"10.4018/ijcallt.301195","DOIUrl":"https://doi.org/10.4018/ijcallt.301195","url":null,"abstract":"As the education world revolves to Education 4.0, flipped classroom is seen to be one of the learning approaches that best described the future learning. This research investigated the effects of flipped classroom approach on students English writing performance, the effects of flipped classroom approach on students’ motivation in English writing; and the correlation between students’ English writing performance and motivation. This study employed quasi-experimental approach to control group and experimental group. The instruments used in this study are reliable tests and validated questionnaire. The findings show that flipped classroom had positive effects on primary students’ English writing performance and motivation, as the evidence shows that the experimental group who experienced flipped classroom had a better writing performance and motivation compared to control group. However, the correlation between students’ English writing performance and motivation is uncertain.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"54 100 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83545056","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Upon admission to university, students are expected to have the foundational academic skills for navigating higher education and succeed in their studies. One fundamental academic skill that is increasingly required is digital literacy. Although attention needs to be paid to students’ digital access, skills, and attitudes, these need to be observed in the context of institutional digital provisions and practices. Institutional settings drive digital teaching and learning practice. This case study analyses data from interviews with faculty and administration staff at a university delivering English-medium instruction (EMI) programs. It identifies why stakeholders need to overcome disparities and facilitate a university-wide digital literacy framework (DLF) that reflects the developmental needs of students, the experience of faculty members, and the provision afforded by the institution itself. The findings show that by using staff’s understanding, experience and practices, a relevant DLF for improving students’ digital literacy skills can be developed in this and other EMI contexts.
{"title":"Digital literacy and academic staff in an English Medium Instruction university","authors":"","doi":"10.4018/ijcallt.301197","DOIUrl":"https://doi.org/10.4018/ijcallt.301197","url":null,"abstract":"Upon admission to university, students are expected to have the foundational academic skills for navigating higher education and succeed in their studies. One fundamental academic skill that is increasingly required is digital literacy. Although attention needs to be paid to students’ digital access, skills, and attitudes, these need to be observed in the context of institutional digital provisions and practices. Institutional settings drive digital teaching and learning practice. This case study analyses data from interviews with faculty and administration staff at a university delivering English-medium instruction (EMI) programs. It identifies why stakeholders need to overcome disparities and facilitate a university-wide digital literacy framework (DLF) that reflects the developmental needs of students, the experience of faculty members, and the provision afforded by the institution itself. The findings show that by using staff’s understanding, experience and practices, a relevant DLF for improving students’ digital literacy skills can be developed in this and other EMI contexts.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"1 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90351036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Digital games have burgeoned steadily around the world, but how they can be used in language learning is still an area to be explored. The book Digital Games and Language Learning: Theory, Development, and Implementation timely came into being offering multiple perspectives on the application of digital games in language education, including how these games are designed, developed, and implemented to maximise the language-learning under the guidance of learning theories. The editors of this book, insightfully point out that in the digital age, different modes of language learning are required, new ways of designing games are needed and theoretical studies incorporating critical perspectives of the games for language learning can move the field forward.
{"title":"Book Review on Digital Games and Language Learning","authors":"","doi":"10.4018/ijcallt.297204","DOIUrl":"https://doi.org/10.4018/ijcallt.297204","url":null,"abstract":"Digital games have burgeoned steadily around the world, but how they can be used in language learning is still an area to be explored. The book Digital Games and Language Learning: Theory, Development, and Implementation timely came into being offering multiple perspectives on the application of digital games in language education, including how these games are designed, developed, and implemented to maximise the language-learning under the guidance of learning theories. The editors of this book, insightfully point out that in the digital age, different modes of language learning are required, new ways of designing games are needed and theoretical studies incorporating critical perspectives of the games for language learning can move the field forward.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"52 11 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79742485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explores one teacher's forays into multiliteracies practices and multimodal pedagogies in teaching a language other than English in an international school in Hong Kong. Using the Action Learning Circle as a guiding framework, this study analysed a Chinese language teacher's one-year self-initiated exploration of multiliteracies and multimodality with students of different proficiency levels. Data analysis is unpacked through interview reflections and three digital multimodal composition (DMC) projects that the teacher designed to explore the unique processes of incorporating multiliteracies and multimodality into Chinese language teaching. This study has filled in multiple research gaps by being one of the first to look at DMC in Chinese language teaching through a teacher-focused investigation. It has also included a more balanced focus on both visual and video projects to respond to the linguistic features of the Chinese language. Continuous professional learning and strong institutional support are required to fully embed multiliteracies into language education.
{"title":"Exploring Multiliteracies and Multimodal Pedagogies in Chinese Language Teaching","authors":"Danping Wang","doi":"10.4018/ijcallt.298704","DOIUrl":"https://doi.org/10.4018/ijcallt.298704","url":null,"abstract":"This study explores one teacher's forays into multiliteracies practices and multimodal pedagogies in teaching a language other than English in an international school in Hong Kong. Using the Action Learning Circle as a guiding framework, this study analysed a Chinese language teacher's one-year self-initiated exploration of multiliteracies and multimodality with students of different proficiency levels. Data analysis is unpacked through interview reflections and three digital multimodal composition (DMC) projects that the teacher designed to explore the unique processes of incorporating multiliteracies and multimodality into Chinese language teaching. This study has filled in multiple research gaps by being one of the first to look at DMC in Chinese language teaching through a teacher-focused investigation. It has also included a more balanced focus on both visual and video projects to respond to the linguistic features of the Chinese language. Continuous professional learning and strong institutional support are required to fully embed multiliteracies into language education.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"89 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77769660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research study investigated the effects of digital feedback on EFL students’ writings in ubiquitous learning. Feedback on students’ writings, especially at university level, must be constructive to enhance their overall academic writing skills and requires purposeful planning. . In this study, teachers created digital screen-recorded feedback to deliver individualized oral feedback to the students. Findings of this study explore the impact of digital feedback on improving the quality of academic writing for EFL undergraduate female learners. Data collected showed that using digital feedback created a positive and active learning environment and promoted learner autonomy. This digital platform also allowed learning to be continuous and ubiquitous. The results present several practical pedagogical implications and suggestions for future research.
{"title":"Effectiveness of Using Digital Feedback on EFL Student Writing Skills","authors":"Z. Hojeij, Pinar Ozdemir Ayber","doi":"10.4018/ijcallt.291111","DOIUrl":"https://doi.org/10.4018/ijcallt.291111","url":null,"abstract":"This research study investigated the effects of digital feedback on EFL students’ writings in ubiquitous learning. Feedback on students’ writings, especially at university level, must be constructive to enhance their overall academic writing skills and requires purposeful planning. . In this study, teachers created digital screen-recorded feedback to deliver individualized oral feedback to the students. Findings of this study explore the impact of digital feedback on improving the quality of academic writing for EFL undergraduate female learners. Data collected showed that using digital feedback created a positive and active learning environment and promoted learner autonomy. This digital platform also allowed learning to be continuous and ubiquitous. The results present several practical pedagogical implications and suggestions for future research.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"119 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81566045","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigated how enhanced video captioning types affected comprehension and vocabulary acquisition regarding form recognition, meaning recall and meaning recognition. 158 low-intermediate Chinese EFL undergraduates were randomly assigned to English captions (EC), English captions with highlighted target words and L1 gloss (ECL1), Chinese and English captions (CEC), Chinese and English captions with highlighted target words (CECGW), and no captions (NC). For listening comprehension, results revealed the CECGW scored higher than CEC, EC and NC while the NC performed lower than other groups with statistical significance. Captioned videos and videos bilingually captioned with glossed target words aided listening comprehension. For form recognition in vocabulary tests, no statistically significant differences were detected across the caption types. ECL1 was the most effective in meaning recall and recognition. Pedagogical implications are proposed for teachers’ adoption of L1 in captioned videos for learners’ optimal learning.
{"title":"Video captioning effects on EFL listening comprehension and vocabulary learning","authors":"","doi":"10.4018/ijcallt.291534","DOIUrl":"https://doi.org/10.4018/ijcallt.291534","url":null,"abstract":"This study investigated how enhanced video captioning types affected comprehension and vocabulary acquisition regarding form recognition, meaning recall and meaning recognition. 158 low-intermediate Chinese EFL undergraduates were randomly assigned to English captions (EC), English captions with highlighted target words and L1 gloss (ECL1), Chinese and English captions (CEC), Chinese and English captions with highlighted target words (CECGW), and no captions (NC). For listening comprehension, results revealed the CECGW scored higher than CEC, EC and NC while the NC performed lower than other groups with statistical significance. Captioned videos and videos bilingually captioned with glossed target words aided listening comprehension. For form recognition in vocabulary tests, no statistically significant differences were detected across the caption types. ECL1 was the most effective in meaning recall and recognition. Pedagogical implications are proposed for teachers’ adoption of L1 in captioned videos for learners’ optimal learning.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"96 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80152156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Qun Zhao, Hasumi Toshiyuki, Shih-Hao Liu, Jin-Long Wang
This study explored the impact of the fully implementing an English e-learning course on students' learning performance. Technology acceptance model was used to examine the factors influencing students' attitudes and learning performance. A sample of 1,949 students was collected. Structural equation modeling was employed for data analysis. The authors found that subjective norm, system accessibility, and e-learning self-efficacy positively affected the students' attitudes and behavioural intentions through perceived usefulness and perceived ease of use. The students' behavioural intention was positively related to learning performance. The students with higher English proficiency would lead to a stronger subjective norm-perceived usefulness relation, while a lower English proficiency would lead to a stronger relationship between perceived ease of use and perceived usefulness.
{"title":"A Study of English E-Learning Courses in Improving Student Learning Performance in Higher Education","authors":"Qun Zhao, Hasumi Toshiyuki, Shih-Hao Liu, Jin-Long Wang","doi":"10.4018/ijcallt.314567","DOIUrl":"https://doi.org/10.4018/ijcallt.314567","url":null,"abstract":"This study explored the impact of the fully implementing an English e-learning course on students' learning performance. Technology acceptance model was used to examine the factors influencing students' attitudes and learning performance. A sample of 1,949 students was collected. Structural equation modeling was employed for data analysis. The authors found that subjective norm, system accessibility, and e-learning self-efficacy positively affected the students' attitudes and behavioural intentions through perceived usefulness and perceived ease of use. The students' behavioural intention was positively related to learning performance. The students with higher English proficiency would lead to a stronger subjective norm-perceived usefulness relation, while a lower English proficiency would lead to a stronger relationship between perceived ease of use and perceived usefulness.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"1 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76824780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article reports on a qualitative study that evaluated Chinese EFL (English as a Foreign Language) teachers' perceptions of the effects of four different subtitling modes on English comprehension and vocabulary acquisition of learners in secondary education. The four types of subtitles refer to no subtitles, Chinese subtitles, English subtitles, and bilingual subtitles in audiovisual materials. The results of the study indicated that interviewees regarded the use of no subtitles as the least effective of the modes for enhancing students' language proficiency. Chinese subtitles were perceived to assist students with comprehension of content but were less effective at enabling them to recall and memorize English lexis. English subtitles were perceived to aid comprehension of the content to some degree, while also inspiring learners to develop their English vocabulary knowledge. Bilingual subtitles were considered to enhance both students' English comprehension and vocabulary acquisition.
{"title":"Chinese EFL Teachers' Perceptions of Subtitles' Effects on English Comprehension and Vocabulary Acquisition","authors":"Yi Xu, Eoin Jordan, Yuanzhe Li","doi":"10.4018/ijcallt.315622","DOIUrl":"https://doi.org/10.4018/ijcallt.315622","url":null,"abstract":"This article reports on a qualitative study that evaluated Chinese EFL (English as a Foreign Language) teachers' perceptions of the effects of four different subtitling modes on English comprehension and vocabulary acquisition of learners in secondary education. The four types of subtitles refer to no subtitles, Chinese subtitles, English subtitles, and bilingual subtitles in audiovisual materials. The results of the study indicated that interviewees regarded the use of no subtitles as the least effective of the modes for enhancing students' language proficiency. Chinese subtitles were perceived to assist students with comprehension of content but were less effective at enabling them to recall and memorize English lexis. English subtitles were perceived to aid comprehension of the content to some degree, while also inspiring learners to develop their English vocabulary knowledge. Bilingual subtitles were considered to enhance both students' English comprehension and vocabulary acquisition.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"4 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81266630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ahmed Kharrufa, M. Satar, Colin Dodds, P. Seedhouse
This paper presents the evaluation of a web app (ENACT) developed to support users with no expertise in pedagogy, media, and/or technology in creating engaging pedagogy-informed open educational resources. The aim is to increase cultural awareness and linguistic skills development through the creation of, and engagement with, interactive cultural activities. The design, which is informed by both theory and user input, is implemented by building a user-facing layer on top of the existing H5P platform. Participants' input from the evaluation workshop supported the design decisions around the provided task structure and the design choices around interactive media used. This work contributes a system as a web app to support non-experts in creating engaging online activities of a cultural and linguistic educational value and design recommendations generalizing the research based on literature, user insights, the developed system, and an evaluation study with migrants, refugees, and asylum seekers.
{"title":"Supporting Non-Expert Users in Authoring Tasks for Learning Language and Culture","authors":"Ahmed Kharrufa, M. Satar, Colin Dodds, P. Seedhouse","doi":"10.4018/ijcallt.315278","DOIUrl":"https://doi.org/10.4018/ijcallt.315278","url":null,"abstract":"This paper presents the evaluation of a web app (ENACT) developed to support users with no expertise in pedagogy, media, and/or technology in creating engaging pedagogy-informed open educational resources. The aim is to increase cultural awareness and linguistic skills development through the creation of, and engagement with, interactive cultural activities. The design, which is informed by both theory and user input, is implemented by building a user-facing layer on top of the existing H5P platform. Participants' input from the evaluation workshop supported the design decisions around the provided task structure and the design choices around interactive media used. This work contributes a system as a web app to support non-experts in creating engaging online activities of a cultural and linguistic educational value and design recommendations generalizing the research based on literature, user insights, the developed system, and an evaluation study with migrants, refugees, and asylum seekers.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"254 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79485347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study was conducted to examine English teachers' TPACK perceptions in light of web 2.0 tools usage, workload, and technostress levels. The participants were 170 English teachers and the data were collected using snowball sampling and analyzed by applying MANOVA, and Multiple Regression with descriptive analyses. The results revealed that English teachers have positive TPACK perceptions with a moderate level of technostress and workload and they use web 2.0 tools, although not very often. Considering TPACK perception and web 2.0 tools usage, significant differences were realized based on workload and technostress levels. Teachers with low technostress are more eager to use web 2.0 tools, teachers using more web 2.0 tools have more positive TPACK perceptions and more web 2.0 tools usage increases teachers' workload. Web 2.0 tools usage, workload, and technostress levels are significant predictors of TPACK perception. Implications are discussed in terms of theoretical insights, practices for technology-integrated language learning environments, and further research directions.
{"title":"Examining EFL Teachers' TPACK Perceptions, Web 2.0 Tools Usage, Workload, and Technostress Levels","authors":"Şadıman Hunutlu, Sevda Küçük","doi":"10.4018/ijcallt.315306","DOIUrl":"https://doi.org/10.4018/ijcallt.315306","url":null,"abstract":"This study was conducted to examine English teachers' TPACK perceptions in light of web 2.0 tools usage, workload, and technostress levels. The participants were 170 English teachers and the data were collected using snowball sampling and analyzed by applying MANOVA, and Multiple Regression with descriptive analyses. The results revealed that English teachers have positive TPACK perceptions with a moderate level of technostress and workload and they use web 2.0 tools, although not very often. Considering TPACK perception and web 2.0 tools usage, significant differences were realized based on workload and technostress levels. Teachers with low technostress are more eager to use web 2.0 tools, teachers using more web 2.0 tools have more positive TPACK perceptions and more web 2.0 tools usage increases teachers' workload. Web 2.0 tools usage, workload, and technostress levels are significant predictors of TPACK perception. Implications are discussed in terms of theoretical insights, practices for technology-integrated language learning environments, and further research directions.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"89 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88440616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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