Critical mentor text sets humanize the writing curriculum through developing students’ writer identities, skills, intellectualism, criticality, and joy.
批判性导师文本集通过培养学生的作家身份、技能、理智、批判性和乐趣，使写作课程人性化。
{"title":"Mirrors, Windows, and Mentors: Developing Critical Mentor Text Sets to Cultivate Students’ Writer Identities","authors":"Elizabeth Thackeray Nelson, Margaret Osgood Opatz","doi":"10.58680/ej202332633","DOIUrl":"https://doi.org/10.58680/ej202332633","url":null,"abstract":"Critical mentor text sets humanize the writing curriculum through developing students’ writer identities, skills, intellectualism, criticality, and joy.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"120 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135687421","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 column offers insight from a two-week summer writing camp with resettled youth, such as the importance of community-building, choice, linguistic flexibility, and culturally sustaining teaching.
{"title":"Columns: Teaching Multilingual Learners: “You Should Always Remember to Be Kind”: Learning from Resettled Youth in a Summer Writing Camp","authors":"Melody Zoch","doi":"10.58680/ej202332638","DOIUrl":"https://doi.org/10.58680/ej202332638","url":null,"abstract":"This column offers insight from a two-week summer writing camp with resettled youth, such as the importance of community-building, choice, linguistic flexibility, and culturally sustaining teaching.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135687429","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}
A veteran teacher and her intern explore how writing can uniquely benefit students during difficult times.
一位资深教师和她的实习生探索写作如何在困难时期独特地造福学生。
{"title":"Columns: Teaching and Composing Today: On Students and Their Beautiful Becoming: The Power of Writing Instruction in 2023","authors":"Megan Beth Hedgecock, Grayson Hackney","doi":"10.58680/ej202332637","DOIUrl":"https://doi.org/10.58680/ej202332637","url":null,"abstract":"A veteran teacher and her intern explore how writing can uniquely benefit students during difficult times.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135687426","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}
The main goal of this research was to investigate the effect of social media on Arabic vocabulary in the Saudi context and to explore the reasons behind the phenomenon of using English words instead of Arabic words in speaking and writing. In order to achieve the goal of this study, the researcher conducted an online questionnaire with close-ended and open-ended questions. The questionnaire was distributed to 388 Saudi women and men of different ages, genders, and different educational backgrounds. As a result, an obvious effect of social media on Arabic vocabulary was found; social media platforms contributed to the phenomenon by spreading English words in Saudi society. Additionally, various other reasons behind this phenomenon were found by the researcher.
{"title":"The Effect of Social Media on Arabic Vocabulary in the Saudi Society","authors":"Atheer Mahmoud Alenazi","doi":"10.24093/awej/th.299","DOIUrl":"https://doi.org/10.24093/awej/th.299","url":null,"abstract":"The main goal of this research was to investigate the effect of social media on Arabic vocabulary in the Saudi context and to explore the reasons behind the phenomenon of using English words instead of Arabic words in speaking and writing. In order to achieve the goal of this study, the researcher conducted an online questionnaire with close-ended and open-ended questions. The questionnaire was distributed to 388 Saudi women and men of different ages, genders, and different educational backgrounds. As a result, an obvious effect of social media on Arabic vocabulary was found; social media platforms contributed to the phenomenon by spreading English words in Saudi society. Additionally, various other reasons behind this phenomenon were found by the researcher.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47040338","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 aimed to investigate the role of podcasts on language development as an indirect educational approach to language in general and listening in particular among Imam Mohammed Ibn Saud Islamic University (IMISIU) EFL beginners. Thus, the purpose of this study lies in its potential effect on students of English by improving the process of introducing them to podcasts as a new input tool. Additionally, it examined how students perceived the use of audio-podcasts outside the classroom. Three questions were addressed in this study via a quantitative approach, a quasi-experimental pre/post-test method. These questions were: 1) What is the effect of using the Podcast Episodic Series of Spoken Word Digital Audio on developing the listening skills of Saudi undergraduate students? 2) How may the podcast facilitate the development of listening comprehension of Saudi undergraduate students? 3) What are Saudi university students’ attitudes towards integrating audio podcasts as a new input tool in the EFL classroom? Study participants in both experimental and control groups were 20 female students studying level two at the College of Languages and Translation (CLT), IMISIU in Saudi Arabia. The findings of the paired sample t-test method showed that there is a relationship between achieving high scores in the listening tests and implementing audio-podcasts as an indirect educational approach. A 10-item questionnaire was used to explore students’ attitudes toward the use of audio-podcasts by using the 5-point Likert scale. The findings showed that respondents have a positive attitude towards integrating audio podcasts as a new language input tool in the EFL classroom. The results also emphasize how imperative it is to incorporate podcasting into the process of developing listening skills to reduce anxiety among EFL learners, familiarize students with how to use the language in real-life situations, and learn the language from its native speakers.
{"title":"The Impact of Using Podcast Episodic Series of Spoken-Word Digital Audio on Improving Imam University EFL Beginners Listening Skills","authors":"Nourh Khaled Mohammed Al-Mohawes","doi":"10.24093/awej/th.298","DOIUrl":"https://doi.org/10.24093/awej/th.298","url":null,"abstract":"This study aimed to investigate the role of podcasts on language development as an indirect educational approach to language in general and listening in particular among Imam Mohammed Ibn Saud Islamic University (IMISIU) EFL beginners. Thus, the purpose of this study lies in its potential effect on students of English by improving the process of introducing them to podcasts as a new input tool. Additionally, it examined how students perceived the use of audio-podcasts outside the classroom. Three questions were addressed in this study via a quantitative approach, a quasi-experimental pre/post-test method. These questions were: 1) What is the effect of using the Podcast Episodic Series of Spoken Word Digital Audio on developing the listening skills of Saudi undergraduate students? 2) How may the podcast facilitate the development of listening comprehension of Saudi undergraduate students? 3) What are Saudi university students’ attitudes towards integrating audio podcasts as a new input tool in the EFL classroom? Study participants in both experimental and control groups were 20 female students studying level two at the College of Languages and Translation (CLT), IMISIU in Saudi Arabia. The findings of the paired sample t-test method showed that there is a relationship between achieving high scores in the listening tests and implementing audio-podcasts as an indirect educational approach. A 10-item questionnaire was used to explore students’ attitudes toward the use of audio-podcasts by using the 5-point Likert scale. The findings showed that respondents have a positive attitude towards integrating audio podcasts as a new language input tool in the EFL classroom. The results also emphasize how imperative it is to incorporate podcasting into the process of developing listening skills to reduce anxiety among EFL learners, familiarize students with how to use the language in real-life situations, and learn the language from its native speakers.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42786378","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}
The current study investigated the speech act of ostensible invitations in Saudi Arabic from a sociopragmatic perspective. It was conducted to examine whether Saudi Arabic speakers draw on the same strategies stipulated by Clark and Isaacs (1990) for extending ostensible invitations. Additionally, the study aimed at investigating whether there are Saudi-specific strategies for extending ostensible invitations. To this end, the study examined 37 recalled instances of ostensible invitations provided by Saudi Arabic speakers in the Central Region of Saudi Arabia, Riyadh. The corpus of the study was compiled through face-to-face and written interviews with 37 informants aged between 18 to 60. The collected data was analyzed on the basis of Clark and Isaacs’s seven strategies for establishing ostensible invitations. Results showed that Saudi Arabic speakers utilize the seven strategies proposed by Clark and Isaacs for extending ostensible invitations, yet with relative weight. The most frequently used strategies by Saudi Arabic speakers to issue ostensible invitations in the collected exchanges were the absence of persistence, which was detected in (86%) of the exchanges, and the absence of motivating the invitee, which was used in (73%) of the collected ostensible invitations. Those were followed in order of frequency by vague arrangements (59%), implausibility (49%), inappropriate cues (19%), solicitation (14%), and hedging (5%). In addition to Clark and Isaacs’s proposed strategies, the study found that three more strategies are employed by Saudi Arabic speakers to highlight the ostensibility of their invitations which are: using intensifying and empty swearing devices (e.g., d̪ˁaroori, laazem, wallah, etc.) (27%), extending the invitation in the form of a question (5%), and asking someone else to extend the invitation on behalf of the inviter (5%), the last of which seems to be peculiar to Saudi Arabic speakers.
本研究从社会语用学的角度考察了沙特阿拉伯语中表面邀请的言语行为。该研究的目的是研究沙特阿拉伯语使用者是否利用Clark和Isaacs(1990)规定的相同策略来发出表面的邀请。此外，该研究旨在调查沙特是否有特定的策略来发出表面上的邀请。为此目的，本研究审查了在利雅得沙特阿拉伯中部地区说沙特阿拉伯语的人提供的37个表面邀请的实例。该研究的语料库是通过对37名年龄在18岁至60岁之间的受访者进行面对面和书面采访编制的。在克拉克和艾萨克斯提出的建立表面邀请的七种策略的基础上，对收集到的数据进行分析。结果表明，沙特阿拉伯语使用者使用Clark和Isaacs提出的七种策略来发出表面邀请，但相对重要。在收集到的交流中，沙特阿拉伯语使用者发出表面邀请最常使用的策略是缺乏持久性(86%)，以及缺乏激励被邀请者(73%)。紧随其后的是含糊的安排(59%)、不可信(49%)、不恰当的暗示(19%)、恳求(14%)和对冲(5%)。除了Clark和Isaacs提出的策略外，该研究还发现，沙特阿拉伯语使用者还采用了另外三种策略来突出他们的邀请的表面性:使用强化和空洞的发誓手段(例如，d ' r aroori, laazem, wallah等)(27%)，以问题的形式发出邀请(5%)，并要求其他人代表邀请者发出邀请(5%)，最后一种策略似乎是沙特阿拉伯语使用者所特有的。
{"title":"A Sociopragmatic Study of the Strategies of Ostensible Invitations in Saudi Arabic","authors":"Shorouq Ashoor Dhaifallah Alzahrani","doi":"10.24093/awej/th.297","DOIUrl":"https://doi.org/10.24093/awej/th.297","url":null,"abstract":"The current study investigated the speech act of ostensible invitations in Saudi Arabic from a sociopragmatic perspective. It was conducted to examine whether Saudi Arabic speakers draw on the same strategies stipulated by Clark and Isaacs (1990) for extending ostensible invitations. Additionally, the study aimed at investigating whether there are Saudi-specific strategies for extending ostensible invitations. To this end, the study examined 37 recalled instances of ostensible invitations provided by Saudi Arabic speakers in the Central Region of Saudi Arabia, Riyadh. The corpus of the study was compiled through face-to-face and written interviews with 37 informants aged between 18 to 60. The collected data was analyzed on the basis of Clark and Isaacs’s seven strategies for establishing ostensible invitations. Results showed that Saudi Arabic speakers utilize the seven strategies proposed by Clark and Isaacs for extending ostensible invitations, yet with relative weight. The most frequently used strategies by Saudi Arabic speakers to issue ostensible invitations in the collected exchanges were the absence of persistence, which was detected in (86%) of the exchanges, and the absence of motivating the invitee, which was used in (73%) of the collected ostensible invitations. Those were followed in order of frequency by vague arrangements (59%), implausibility (49%), inappropriate cues (19%), solicitation (14%), and hedging (5%). In addition to Clark and Isaacs’s proposed strategies, the study found that three more strategies are employed by Saudi Arabic speakers to highlight the ostensibility of their invitations which are: using intensifying and empty swearing devices (e.g., d̪ˁaroori, laazem, wallah, etc.) (27%), extending the invitation in the form of a question (5%), and asking someone else to extend the invitation on behalf of the inviter (5%), the last of which seems to be peculiar to Saudi Arabic speakers.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46081944","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}
S. Senowarsito, S. Suwandi, Siti Musarokah, Sukma Nur Ardini
The researchers would like to combine theories from Tomlinson and Buku Saku Tanya Jawab Kurikulum Merdeka that never been done previously by analyzing the feasibility features of a textbook entitled English for Junior High School Students: Pragmatics Based designed by the researchers themselves as an R & D product of the research. The study can make a valuable contribution to the field of education by providing insights into the development of a new textbook that focuses on pragmatics. It employed a descriptive qualitative research design with the designed textbook for seventh-grade students as the research object, then analyzed using two theories mentioned previously. Based on the findings, the textbook fulfills sixteen criteria proposed by Tomlinson. It can be utilized as a supplement to the study findings and as a learning tool in the classroom as well as this research contributes to Kurikulum Merdeka while also meeting the needs of teachers and students. The combination of viewing and presenting activities can enhance students’ comprehension of English as well as their speaking, listening, and idea-organizing abilities in the language. Both viewing and presenting must be seen in the English learning curriculum as crucial skills that complement one another and must be taught in an integrated way. The textbook is also equipped with audio and videos accessed via Android and iOS. Based on those findings, the textbook contributes to the latest curriculum that is Kurikulum Merdeka as a valuable supplementary textbook. Therefore, there are opportunities to conduct additional research on this topic.
研究人员希望结合Tomlinson和Buku Saku Tanya Jawab Kurikulum Merdeka的理论，通过分析研究人员自己设计的题为《初中生英语：基于语用学》的教科书的可行性特征，将其作为研究的研发产品。这项研究可以为开发一本以语用学为重点的新教材提供见解，从而为教育领域做出宝贵贡献。采用描述性定性研究设计，以设计的七年级学生教材为研究对象，运用前面提到的两种理论进行分析。根据研究结果，这本教科书符合汤姆林森提出的十六项标准。它可以作为研究结果的补充，也可以作为课堂上的学习工具，因为这项研究有助于Kurikulum Merdeka，同时也满足了教师和学生的需求。观看和展示活动相结合可以提高学生的英语理解能力，以及他们在语言中的口语、听力和思想组织能力。在英语学习课程中，观看和展示都必须被视为相互补充的关键技能，必须以综合的方式进行教学。该教材还配备了通过Android和iOS访问的音频和视频。基于这些发现，该教材为最新课程《Kurikulum Merdeka》提供了宝贵的补充教材。因此，有机会对这一主题进行进一步的研究。
{"title":"The Analysis of Feasibility in EFL Textbook: A Contribution to Kurikulum Merdeka","authors":"S. Senowarsito, S. Suwandi, Siti Musarokah, Sukma Nur Ardini","doi":"10.24093/awej/call9.21","DOIUrl":"https://doi.org/10.24093/awej/call9.21","url":null,"abstract":"The researchers would like to combine theories from Tomlinson and Buku Saku Tanya Jawab Kurikulum Merdeka that never been done previously by analyzing the feasibility features of a textbook entitled English for Junior High School Students: Pragmatics Based designed by the researchers themselves as an R & D product of the research. The study can make a valuable contribution to the field of education by providing insights into the development of a new textbook that focuses on pragmatics. It employed a descriptive qualitative research design with the designed textbook for seventh-grade students as the research object, then analyzed using two theories mentioned previously. Based on the findings, the textbook fulfills sixteen criteria proposed by Tomlinson. It can be utilized as a supplement to the study findings and as a learning tool in the classroom as well as this research contributes to Kurikulum Merdeka while also meeting the needs of teachers and students. The combination of viewing and presenting activities can enhance students’ comprehension of English as well as their speaking, listening, and idea-organizing abilities in the language. Both viewing and presenting must be seen in the English learning curriculum as crucial skills that complement one another and must be taught in an integrated way. The textbook is also equipped with audio and videos accessed via Android and iOS. Based on those findings, the textbook contributes to the latest curriculum that is Kurikulum Merdeka as a valuable supplementary textbook. Therefore, there are opportunities to conduct additional research on this topic.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49254979","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 highlights the issue of forming future preschool teachers’ competence in using information and communication technologies in their professional activity, particularly creating their operational skills. This paper presents the results of diagnosing the peculiarities of developing functional skills to use information and communication technologies in the professional activity of the future preschool education teacher. The article aimed to highlight the process and results of the research on the formation of operational skills in the use of information and communication technologies in the professional activity of future preschool education teachers in higher educational institutions. The analysis was carried out before and after classes on the subject “Information and communication technologies in preschool education.” The authors described the levels of developing operational skills of using information and communication technologies in professional activity of the future preschool education teacher as sufficient, intermediate, and low. They also offered and introduced the methods of forming operational skills using information and communication technologies in professional activity of the future preschool education teacher. Implementing these methods facilitated the formation of the operational component of future preschool education teachers’ competence in using information and communication technologies in the professional activity. A statistical study based on the multifunctional criterion of agreement χ2 – Pearson proved that the indicators of the formation of future preschool education teachers’ functional skills of using information and communication technologies in professional activity before and after classes on “Information and communication technologies in preschool education” differ significantly.
{"title":"Formation of the Operational Skills of Using Information and Communication Technologies in the Professional Activity of a Future Pedagogue","authors":"Oleksii Anatoliiovych Lystopad, Iryna Kostiantynivna Mardarova, Irina Anatoliivna Kniazheva, Olena Albertivna Kudriavtseva","doi":"10.24093/awej/call9.22","DOIUrl":"https://doi.org/10.24093/awej/call9.22","url":null,"abstract":"This article highlights the issue of forming future preschool teachers’ competence in using information and communication technologies in their professional activity, particularly creating their operational skills. This paper presents the results of diagnosing the peculiarities of developing functional skills to use information and communication technologies in the professional activity of the future preschool education teacher. The article aimed to highlight the process and results of the research on the formation of operational skills in the use of information and communication technologies in the professional activity of future preschool education teachers in higher educational institutions. The analysis was carried out before and after classes on the subject “Information and communication technologies in preschool education.” The authors described the levels of developing operational skills of using information and communication technologies in professional activity of the future preschool education teacher as sufficient, intermediate, and low. They also offered and introduced the methods of forming operational skills using information and communication technologies in professional activity of the future preschool education teacher. Implementing these methods facilitated the formation of the operational component of future preschool education teachers’ competence in using information and communication technologies in the professional activity. A statistical study based on the multifunctional criterion of agreement χ2 – Pearson proved that the indicators of the formation of future preschool education teachers’ functional skills of using information and communication technologies in professional activity before and after classes on “Information and communication technologies in preschool education” differ significantly.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"224 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135557484","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}
Nur Ainil Sulaiman, Nor Azwahanum Nor Shaid, Jane Anthony Pragasam
There is a growing concern about the level of reading skills in the English language, specifically among primary school pupils in Malaysia. The integration of technology in language learning had proven to facilitate the reading process and indirectly enhance reading comprehension. This study intends to investigate the integration of technology, specifically, Augmented Reality (AR) combine with PowerPoint (i.e., PowerAR) as a learning tool to improve reading comprehension among primary school pupils. A total of 17 primary Year six pupils participated in this study. An intervention was designed to focus on reading lessons that used PowerAR as a learning tool to facilitate reading comprehension among pupils. According to the data analysis of the pre-test and post-test, the PowerAR intervention has somewhat improved the pupils’ reading comprehension skills. The results also showed that the participants had reaped many technological benefits, but some of them needed more assistance and collaborative learning to be implemented in reading classrooms. Theories that emphasised active learning, constructivism, and self-directed learning were key elements of the PowerAR intervention. Reading comprehension improves when students make sense of the reading material by connecting it to prior knowledge and building connections to it. PowerAR demonstrates the versatility of using technology in the language classroom that amplifies language learning. The findings provide insights to teachers, academics, and other interested parties with information on how to employ technology, particularly augmented reality (AR), to enhance reading comprehension and other language skills.
{"title":"PowerAR: A Tool for Improving ESL Year Six Pupils’ Reading Comprehension","authors":"Nur Ainil Sulaiman, Nor Azwahanum Nor Shaid, Jane Anthony Pragasam","doi":"10.24093/awej/call9.17","DOIUrl":"https://doi.org/10.24093/awej/call9.17","url":null,"abstract":"There is a growing concern about the level of reading skills in the English language, specifically among primary school pupils in Malaysia. The integration of technology in language learning had proven to facilitate the reading process and indirectly enhance reading comprehension. This study intends to investigate the integration of technology, specifically, Augmented Reality (AR) combine with PowerPoint (i.e., PowerAR) as a learning tool to improve reading comprehension among primary school pupils. A total of 17 primary Year six pupils participated in this study. An intervention was designed to focus on reading lessons that used PowerAR as a learning tool to facilitate reading comprehension among pupils. According to the data analysis of the pre-test and post-test, the PowerAR intervention has somewhat improved the pupils’ reading comprehension skills. The results also showed that the participants had reaped many technological benefits, but some of them needed more assistance and collaborative learning to be implemented in reading classrooms. Theories that emphasised active learning, constructivism, and self-directed learning were key elements of the PowerAR intervention. Reading comprehension improves when students make sense of the reading material by connecting it to prior knowledge and building connections to it. PowerAR demonstrates the versatility of using technology in the language classroom that amplifies language learning. The findings provide insights to teachers, academics, and other interested parties with information on how to employ technology, particularly augmented reality (AR), to enhance reading comprehension and other language skills.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41806911","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 the significance of mobile phone usage in English language learning among students at the National University of Modern Languages. By administering an open-ended questionnaire to a sample of 100 Pakistani students enrolled in Advanced English for the Master of English program, the research investigates how smartphones are used, the attitudes and behaviors of students, and the challenges encountered in utilizing mobile technology within the learning environment. The findings demonstrate that smartphones play a crucial role in enhancing students’ English language learning, as most participants express a positive view regarding their use in language instruction. This research presents a novel teaching approach for ESL students, underscoring the importance of a robust pedagogical foundation and appropriate training. Additionally, the study suggests the need for further exploration through experimental studies to examine the efficacy of smartphones in English language learning. The outcomes of this study contribute to a comprehensive understanding of the effective integration of mobile technology in ESL education, providing valuable insights for educators and researchers in the field.
{"title":"Perceptions of ESL Undergraduates Regarding the Impact of Smartphones on Learning the English Language","authors":"Yurong Hu","doi":"10.24093/awej/call9.18","DOIUrl":"https://doi.org/10.24093/awej/call9.18","url":null,"abstract":"This study explores the significance of mobile phone usage in English language learning among students at the National University of Modern Languages. By administering an open-ended questionnaire to a sample of 100 Pakistani students enrolled in Advanced English for the Master of English program, the research investigates how smartphones are used, the attitudes and behaviors of students, and the challenges encountered in utilizing mobile technology within the learning environment. The findings demonstrate that smartphones play a crucial role in enhancing students’ English language learning, as most participants express a positive view regarding their use in language instruction. This research presents a novel teaching approach for ESL students, underscoring the importance of a robust pedagogical foundation and appropriate training. Additionally, the study suggests the need for further exploration through experimental studies to examine the efficacy of smartphones in English language learning. The outcomes of this study contribute to a comprehensive understanding of the effective integration of mobile technology in ESL education, providing valuable insights for educators and researchers in the field.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45557809","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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