This study considered how digital collaboration can improve English majors’ Reading Comprehension (RC) and Vocabulary Learning (VL). It employed tests and semi-structured interviews to investigate whether differences exist between Collaborative Digital Learning (CDL) and Individual Digital Learning (IDL) regarding participants’ reading comprehension and vocabulary learning and to explore EFL learners’ perceptions of CDL. Sixty EFL majors enrolled in two sections of the same course- RC and VL- were randomly assigned to a treatment group and a control group. Both groups were pre-tested before performing the assigned digital activities through the learning management platform and Quizlet website. At the end of the course, both groups were post-tested. The treatment group was only individually interviewed about CDL’s impact and perceptions. The results revealed that CDL had improved students’ RC and VL. The treatment group outperformed the control group in the post-test scores in the test dimensions, RC and VL, and in the overall scores of the test. The analyses, including paired-sample t-tests, independent-sample t-tests, Cohen’d statistics, and qualitative content analysis, indicated more significant benefits of CDL over IDL in improving RC and VL. It emphasized the importance of integrating collaboration activities in reading and VL classes. The data obtained from the interviews showed the learners’ preference for CDL as a valuable interactional setting for English as a foreign language. This study highlights the need for collaboration and more digital tools to be integrated into EFL education in Saudi Arabia. Based on these findings, conclusions, limitations, and recommendations were provided.
{"title":"Digital Collaborative Learning: Promoting Reading Comprehension and Vocabulary among Saudi University English Majors","authors":"Bothina S. M. Abdelshaheed","doi":"10.24093/awej/call10.9","DOIUrl":"https://doi.org/10.24093/awej/call10.9","url":null,"abstract":"This study considered how digital collaboration can improve English majors’ Reading Comprehension (RC) and Vocabulary Learning (VL). It employed tests and semi-structured interviews to investigate whether differences exist between Collaborative Digital Learning (CDL) and Individual Digital Learning (IDL) regarding participants’ reading comprehension and vocabulary learning and to explore EFL learners’ perceptions of CDL. Sixty EFL majors enrolled in two sections of the same course- RC and VL- were randomly assigned to a treatment group and a control group. Both groups were pre-tested before performing the assigned digital activities through the learning management platform and Quizlet website. At the end of the course, both groups were post-tested. The treatment group was only individually interviewed about CDL’s impact and perceptions. The results revealed that CDL had improved students’ RC and VL. The treatment group outperformed the control group in the post-test scores in the test dimensions, RC and VL, and in the overall scores of the test. The analyses, including paired-sample t-tests, independent-sample t-tests, Cohen’d statistics, and qualitative content analysis, indicated more significant benefits of CDL over IDL in improving RC and VL. It emphasized the importance of integrating collaboration activities in reading and VL classes. The data obtained from the interviews showed the learners’ preference for CDL as a valuable interactional setting for English as a foreign language. This study highlights the need for collaboration and more digital tools to be integrated into EFL education in Saudi Arabia. Based on these findings, conclusions, limitations, and recommendations were provided.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":"9 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141796566","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}
Andrii Vornachev, Lesia Kushmar, I. Hrachova, Nina Nikolska
The paper discusses the problem of the artificial future in learning the English language. English occupies a leading place in all spheres of human activity. In the 21st century, it is not easy to imagine human activity without the help of AI. AI, as a unique invention of humanity, has its history. It is also actively used in foreign language learning. Many researchers work in this field, but there is no single conclusion about the positive and negative aspects of using AI in language learning. The research was conducted according to the fundamental question of whether AI is the future or the utopia of learning English. Respondents answered five questions. The results show that all people use AI in their lives. AI is a practical tool in translation and automatic spelling correction. It is not surprising that all respondents have practical communicative experience with AI. Regarding the future of AI, the responses have demonstrated the undeniable need for AI and a positive attitude toward it. However, it is worth remembering that only the intelligent use of AI will have significant consequences in the future.
{"title":"Is Artificial Intelligence a Utopia or the Future of Foreign Language Learning","authors":"Andrii Vornachev, Lesia Kushmar, I. Hrachova, Nina Nikolska","doi":"10.24093/awej/call10.6","DOIUrl":"https://doi.org/10.24093/awej/call10.6","url":null,"abstract":"The paper discusses the problem of the artificial future in learning the English language. English occupies a leading place in all spheres of human activity. In the 21st century, it is not easy to imagine human activity without the help of AI. AI, as a unique invention of humanity, has its history. It is also actively used in foreign language learning. Many researchers work in this field, but there is no single conclusion about the positive and negative aspects of using AI in language learning. The research was conducted according to the fundamental question of whether AI is the future or the utopia of learning English. Respondents answered five questions. The results show that all people use AI in their lives. AI is a practical tool in translation and automatic spelling correction. It is not surprising that all respondents have practical communicative experience with AI. Regarding the future of AI, the responses have demonstrated the undeniable need for AI and a positive attitude toward it. However, it is worth remembering that only the intelligent use of AI will have significant consequences in the future.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141796770","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}
Zein Bassam Bani Younes, Isyaku Hassan, Musa Muhammad Umar, Nor Hanim Mustafa, Ahmad Taufik Hidayah Abdullah, Mohd Nazri Latiff Azmi
The development of generative Artificial Intelligence (AI) models, particularly ChatGPT, has gained considerable attention among academics and researchers in recent years. Research shows that ChatGPT can be a vital means of increasing students’ writing performance. However, students may face difficulties in developing effective strategies to incorporate ChatGPT-generated content into written tasks. Therefore, this study sought to examine the challenges and strategies employed by students to use ChatGPT-generated responses for written communication assignments. The study utilized a quantitative method, using a descriptive survey technique. A self-developed questionnaire was used to gather data from a sample of 59 communication students at a Malaysian public university. The data were examined through descriptive statistics and Pearson correlation analysis. According to the findings, students face various challenges in using ChatGPT-generated responses, such as the inability to express unique writing skills, dealing with inaccurate citation formats, as well as difficulty revising ChatGPT-generated responses. The students also employ certain relevant strategies for using ChatGPT-generated responses, such as adding ideas to already generated ChatGPT content, using ChatGPT as a means of idea generation, paraphrasing ChatGPT-generated responses, and replacing ChatGPT-generated words with synonyms. Accordingly, the analysis showed a significant association between students’ challenges and the strategies they employ to utilize ChatGPT-generated responses. This study provides valuable information that can help educators and relevant authorities review and reinforce institutional policies for quality higher education, particularly in the Malaysian context.
{"title":"Challenges and Strategies for Using ChatGPT in Written Communication Assignments: A Study of University Students in Malaysia","authors":"Zein Bassam Bani Younes, Isyaku Hassan, Musa Muhammad Umar, Nor Hanim Mustafa, Ahmad Taufik Hidayah Abdullah, Mohd Nazri Latiff Azmi","doi":"10.24093/awej/call10.1","DOIUrl":"https://doi.org/10.24093/awej/call10.1","url":null,"abstract":"The development of generative Artificial Intelligence (AI) models, particularly ChatGPT, has gained considerable attention among academics and researchers in recent years. Research shows that ChatGPT can be a vital means of increasing students’ writing performance. However, students may face difficulties in developing effective strategies to incorporate ChatGPT-generated content into written tasks. Therefore, this study sought to examine the challenges and strategies employed by students to use ChatGPT-generated responses for written communication assignments. The study utilized a quantitative method, using a descriptive survey technique. A self-developed questionnaire was used to gather data from a sample of 59 communication students at a Malaysian public university. The data were examined through descriptive statistics and Pearson correlation analysis. According to the findings, students face various challenges in using ChatGPT-generated responses, such as the inability to express unique writing skills, dealing with inaccurate citation formats, as well as difficulty revising ChatGPT-generated responses. The students also employ certain relevant strategies for using ChatGPT-generated responses, such as adding ideas to already generated ChatGPT content, using ChatGPT as a means of idea generation, paraphrasing ChatGPT-generated responses, and replacing ChatGPT-generated words with synonyms. Accordingly, the analysis showed a significant association between students’ challenges and the strategies they employ to utilize ChatGPT-generated responses. This study provides valuable information that can help educators and relevant authorities review and reinforce institutional policies for quality higher education, particularly in the Malaysian context.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":"3 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141797138","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 aims to investigate Saudi parents’ perceptions of Global Marvels as a platform to improve their kids’ English as a Foreign Learning in light of the Technology Acceptance Model framework. The significance of the present study lies in that it endeavors to shed light upon how perceptions towards using an online platform correlate to using it for learning and teaching from parents’ perspectives by answering the research question: What are the Saudi parents’ perceptions of technology when using Global Marvel as an online EFL context for their kids? Two hundred and two Saudi parents responded to a survey that was used to collect data. The main findings showed significant positive correlations between the constructs of this Model. Results also revealed that the level of learners’ experience in using the platform had a significant correlation with all variables of the Model. Using a specific technology also demonstrated significant correlations with users’ skills in dealing with such a technology, attitude, perceived usefulness and ease of use. Saudi parents have perceived that Global Marvels can be beneficial in improving their kids’ language skills. Nevertheless, the program should take into consideration the possible challenges, and plan well to introduce a successful online EFL experience to kids. Some pedagogical implications are presented for a better experience of using online platforms.
{"title":"Using Global Marvels Platform by Children for Learning English as a Foreign Language: Saudi Parents’ Perceptions","authors":"Ebtehaj Saleh Aldayel, Fahd Shehail Alalwi","doi":"10.24093/awej/call10.13","DOIUrl":"https://doi.org/10.24093/awej/call10.13","url":null,"abstract":"This study aims to investigate Saudi parents’ perceptions of Global Marvels as a platform to improve their kids’ English as a Foreign Learning in light of the Technology Acceptance Model framework. The significance of the present study lies in that it endeavors to shed light upon how perceptions towards using an online platform correlate to using it for learning and teaching from parents’ perspectives by answering the research question: What are the Saudi parents’ perceptions of technology when using Global Marvel as an online EFL context for their kids? Two hundred and two Saudi parents responded to a survey that was used to collect data. The main findings showed significant positive correlations between the constructs of this Model. Results also revealed that the level of learners’ experience in using the platform had a significant correlation with all variables of the Model. Using a specific technology also demonstrated significant correlations with users’ skills in dealing with such a technology, attitude, perceived usefulness and ease of use. Saudi parents have perceived that Global Marvels can be beneficial in improving their kids’ language skills. Nevertheless, the program should take into consideration the possible challenges, and plan well to introduce a successful online EFL experience to kids. Some pedagogical implications are presented for a better experience of using online platforms.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":"8 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141796574","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}
Mobile-assisted language learning offers a different learning environment, facilitating learning in second/foreign languages and vocabulary learning. The current study attempted to explore the utilization effect of mobile-assisted language learning, facilitating English language learners to perform better in English vocabulary and grammar learning. In other words, this research aims to support the body of research related to the effect and usefulness of mobile learning or mobile-assisted language learning by examining the English language context of Saudi Arabian college students. Employing a pre-test/post-test design on 29 diploma students, the researcher compared students’ learning performance utilizing mobile learning at King Abdulaziz University, Jeddah-Saudi Arabia. Results indicated that the post-test grades scored by the students were better in vocabulary than the pre-test scores. These findings indicated that the strategic utilization of mobile integrated language learning has the strength to positively impact academic performance, especially in terms of achievement in English vocabulary and grammar. This supports the theory that electronic tools such as mobiles can create a non-formal but interactive way of learning foreign language grammar and vocabulary. Careful implications for foreign language learning were offered.
{"title":"Effect of Mobile Assisted Learning on English Language Vocabulary and Grammar: The Saudi Arabian Context as a Case Study","authors":"A. Alqarni","doi":"10.24093/awej/call10.16","DOIUrl":"https://doi.org/10.24093/awej/call10.16","url":null,"abstract":"Mobile-assisted language learning offers a different learning environment, facilitating learning in second/foreign languages and vocabulary learning. The current study attempted to explore the utilization effect of mobile-assisted language learning, facilitating English language learners to perform better in English vocabulary and grammar learning. In other words, this research aims to support the body of research related to the effect and usefulness of mobile learning or mobile-assisted language learning by examining the English language context of Saudi Arabian college students. Employing a pre-test/post-test design on 29 diploma students, the researcher compared students’ learning performance utilizing mobile learning at King Abdulaziz University, Jeddah-Saudi Arabia. Results indicated that the post-test grades scored by the students were better in vocabulary than the pre-test scores. These findings indicated that the strategic utilization of mobile integrated language learning has the strength to positively impact academic performance, especially in terms of achievement in English vocabulary and grammar. This supports the theory that electronic tools such as mobiles can create a non-formal but interactive way of learning foreign language grammar and vocabulary. Careful implications for foreign language learning were offered.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":"19 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141796928","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}
Today’s young people spend a lot of time on gaming and mobile devices, which limits their social interactions and ability to communicate well. Integrating Virtual Reality technology in language learning provides a simulated or gaming-like environment for students to practice their communication skills. The main aim of the study is to explore the impact of integrating VR technology into the learning of English verbal communication skills among ESL students. Essentially, this study provides evidence-based insights into the potential of VR technology to improve learners’ essential verbal communication skills. Thus, the aim was addressed through the research question on how the use of the ImmerseMe VR platform impacts the development of ESL learners’ English verbal communication skills, particularly fluency and accuracy while highlighting the evidence of the impact on participants’ communicative competence during speaking assessments. The study focused on 15 Form 6 students from a Chinese Independent High School in Malaysia, exploring their encounters with VR-integrated lessons. This study investigated how the ImmerseMe VR platform affects ESL learners’ English verbal communication skills and evaluates its effectiveness in enhancing language proficiency and communicative competence in ESL classrooms. The data were collected through ImmerseMe auto-generated report and speaking assessment. The quantitative analysis reported significant improvement in learners’ skills following VR intervention, highlighting VR’s potential as a useful tool for language learning. This research shows how VR platforms like ImmerseMe can improve language proficiency and communicative competence among learners while providing valuable insights into innovative teaching methods for ESL classrooms.
{"title":"Exploring the Impact of VR Integration on ESL Leaners’ English Verbal Communication Skills: A Case Study in a Malaysian High School","authors":"Kumutha Raman, Harwati Hashim, Hanita Hanim Ismail","doi":"10.24093/awej/call10.10","DOIUrl":"https://doi.org/10.24093/awej/call10.10","url":null,"abstract":"Today’s young people spend a lot of time on gaming and mobile devices, which limits their social interactions and ability to communicate well. Integrating Virtual Reality technology in language learning provides a simulated or gaming-like environment for students to practice their communication skills. The main aim of the study is to explore the impact of integrating VR technology into the learning of English verbal communication skills among ESL students. Essentially, this study provides evidence-based insights into the potential of VR technology to improve learners’ essential verbal communication skills. Thus, the aim was addressed through the research question on how the use of the ImmerseMe VR platform impacts the development of ESL learners’ English verbal communication skills, particularly fluency and accuracy while highlighting the evidence of the impact on participants’ communicative competence during speaking assessments. The study focused on 15 Form 6 students from a Chinese Independent High School in Malaysia, exploring their encounters with VR-integrated lessons. This study investigated how the ImmerseMe VR platform affects ESL learners’ English verbal communication skills and evaluates its effectiveness in enhancing language proficiency and communicative competence in ESL classrooms. The data were collected through ImmerseMe auto-generated report and speaking assessment. The quantitative analysis reported significant improvement in learners’ skills following VR intervention, highlighting VR’s potential as a useful tool for language learning. This research shows how VR platforms like ImmerseMe can improve language proficiency and communicative competence among learners while providing valuable insights into innovative teaching methods for ESL classrooms.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":"4 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141797198","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 content analysis examines the use of lesson starters in English-language instructional videos on YouTube. Lesson starters, known as icebreakers or warm-up activities, are commonly used to engage learners, create a positive atmosphere, and introduce new topics. This study aims to identify the types of lesson starters used and their effectiveness in engaging learners in English-language learning. The main research question is what is the impact of incorporating effective lesson starters in English-language instructional videos? A thorough review of a sample of English language YouTube videos covering various topics and targeting different proficiency levels will be conducted. The study adopts qualitative and quantitative content analysis to show the effectiveness of lesson starters. The findings will shed light on the prevalence of different lesson starters used in these videos and provide insights into their impact on learners’ engagement and motivation. This research contributes to developing pedagogical practices and resources that enhance the English language learning experience through effective lesson starters, and it can serve as a foundation for further research because of the lack of research in this area.
{"title":"A Content Analysis of Lesson Starters in English Language YouTube Videos","authors":"Baraat Ismael Faqe Abdulla","doi":"10.24093/awej/call10.20","DOIUrl":"https://doi.org/10.24093/awej/call10.20","url":null,"abstract":"This content analysis examines the use of lesson starters in English-language instructional videos on YouTube. Lesson starters, known as icebreakers or warm-up activities, are commonly used to engage learners, create a positive atmosphere, and introduce new topics. This study aims to identify the types of lesson starters used and their effectiveness in engaging learners in English-language learning. The main research question is what is the impact of incorporating effective lesson starters in English-language instructional videos? A thorough review of a sample of English language YouTube videos covering various topics and targeting different proficiency levels will be conducted. The study adopts qualitative and quantitative content analysis to show the effectiveness of lesson starters. The findings will shed light on the prevalence of different lesson starters used in these videos and provide insights into their impact on learners’ engagement and motivation. This research contributes to developing pedagogical practices and resources that enhance the English language learning experience through effective lesson starters, and it can serve as a foundation for further research because of the lack of research in this area.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":"8 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141796573","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 investigates the impact of the community of inquiry framework on enhancing English as a foreign language proficiency in a blended learning context in Bangladesh. The primary aims are to examine how integrating teaching, social, and cognitive presences improves EFL speaking skills and to identify teachers’ perspectives and recommendations on implementing blended learning and community of inquiry. Semi-structured interviews were conducted using a qualitative case study approach with ten teachers from a private university after a two-day professional development workshop and a subsequent four-week application of CoI principles in their classes. The findings reveal a positive influence on students’ speaking skills, notably boosting motivation, confidence, and peer collaboration. However, challenges like better teacher training in technology and pedagogy and insufficient institutional support for online resources were identified. Despite these obstacles, the study emphasizes how the community of inquiry can revolutionize Bangladeshi education by promoting the idea that English should be viewed as a communication tool outside of the classroom. The paper concludes with recommendations for effective community of inquiry and blended learning implementation, stressing the importance of comprehensive training and institutional backing.
{"title":"Community of Inquiry as an Instructional Framework: How Teaching, Social and Cognitive Presences Impact EFL Speaking in a Blended Setting in Bangladesh","authors":"Zinat A Tabassum, Mohd Rashid Bin Mohd Saad","doi":"10.24093/awej/call10.4","DOIUrl":"https://doi.org/10.24093/awej/call10.4","url":null,"abstract":"This study investigates the impact of the community of inquiry framework on enhancing English as a foreign language proficiency in a blended learning context in Bangladesh. The primary aims are to examine how integrating teaching, social, and cognitive presences improves EFL speaking skills and to identify teachers’ perspectives and recommendations on implementing blended learning and community of inquiry. Semi-structured interviews were conducted using a qualitative case study approach with ten teachers from a private university after a two-day professional development workshop and a subsequent four-week application of CoI principles in their classes. The findings reveal a positive influence on students’ speaking skills, notably boosting motivation, confidence, and peer collaboration. However, challenges like better teacher training in technology and pedagogy and insufficient institutional support for online resources were identified. Despite these obstacles, the study emphasizes how the community of inquiry can revolutionize Bangladeshi education by promoting the idea that English should be viewed as a communication tool outside of the classroom. The paper concludes with recommendations for effective community of inquiry and blended learning implementation, stressing the importance of comprehensive training and institutional backing.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":"4 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141797092","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}
In light of the (2030) educational vision of the Kingdom of Saudi Arabia, the universities ought to provide their students with an enhanced Language Learning environment for achieving the desired learning outcomes. This study was an attempt to explore Saudia EFL students’ attitudes toward the usage of Web Enhanced Language Learning and to shed light on the problems they face. The study problem could be stated in this main question: What were EFL Taibah University students’ attitudes toward the usage of Web Enhanced Language Learning? For data collection, a 20-item questionnaire was developed and circulated online to 300 EFL first-year students at the Department of English, Faculty of Arts and Humanities, Taibah University. The data was collected and analyzed using the Statistical Package for the Social Sciences Program. The results showed that the students’ attitudes were positive toward the usage of Web Enhanced Language Learning in EFL. The findings indicated that further research was needed to scrutinize all the problems, with particular emphasis on distraction and EFL apprehension problems. The study recommended generalising the usage of Web-Enhanced Language Learning technologies in EFL learning at all Saudi universities.
{"title":"Saudia EFL Students’ Attitudes toward the Usage of Web-Enhanced Language Learning","authors":"Turki Rabah Al Mukhallafi","doi":"10.24093/awej/call10.21","DOIUrl":"https://doi.org/10.24093/awej/call10.21","url":null,"abstract":"In light of the (2030) educational vision of the Kingdom of Saudi Arabia, the universities ought to provide their students with an enhanced Language Learning environment for achieving the desired learning outcomes. This study was an attempt to explore Saudia EFL students’ attitudes toward the usage of Web Enhanced Language Learning and to shed light on the problems they face. The study problem could be stated in this main question: What were EFL Taibah University students’ attitudes toward the usage of Web Enhanced Language Learning? For data collection, a 20-item questionnaire was developed and circulated online to 300 EFL first-year students at the Department of English, Faculty of Arts and Humanities, Taibah University. The data was collected and analyzed using the Statistical Package for the Social Sciences Program. The results showed that the students’ attitudes were positive toward the usage of Web Enhanced Language Learning in EFL. The findings indicated that further research was needed to scrutinize all the problems, with particular emphasis on distraction and EFL apprehension problems. The study recommended generalising the usage of Web-Enhanced Language Learning technologies in EFL learning at all Saudi universities.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":"1 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141796492","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 qualitative study aimed to explore how teachers of English perceive the advantages and disadvantages of using artificial intelligence by Saudi students who study English as a Foreign Language. The study used semi-structured interviews to delve into teachers’ pedagogical beliefs, ethical concerns, and expectations regarding using artificial intelligence tools by Saudi students, using the College of Languages and Translation at Al-Imam Mohammed Bin Saud Islamic University as a case study. The main research question focused on examining the positive and negative impacts of artificial intelligence on students’ language performance. The study findings revealed several themes from teachers’ interviews, including strategies for implementing artificial intelligence in the classroom, the impacts of artificial intelligence on students’ language proficiency, and the importance of guiding students to effectively use artificial intelligence applications. The findings also highlighted teachers’ expectations for expanding open-source language learning online channels and the widespread use of robots in English classrooms. The study recommends aligning professional development programs with language curricula to equip teachers with the necessary skills for effectively integrating artificial intelligence technologies into the classroom. The significance of this study stems from its contribution to the current debate on using artificial intelligence in education, presenting empirical evidence on its impacts on students’ language performance.
本定性研究旨在探讨英语教师如何看待学习英语作为外语的沙特学生使用人工智能的利弊。本研究以伊玛目穆罕默德本沙特伊斯兰大学（Al-Imam Mohammed Bin Saud Islamic University）语言与翻译学院为案例，采用半结构化访谈的方式，深入探讨了教师的教学理念、道德关切以及对沙特学生使用人工智能工具的期望。研究的主要问题集中在探讨人工智能对学生语言成绩的积极和消极影响。研究结果从教师访谈中发现了几个主题，包括在课堂上实施人工智能的策略、人工智能对学生语言能力的影响以及指导学生有效使用人工智能应用的重要性。研究结果还强调了教师对扩大开源语言学习在线渠道和在英语课堂中广泛使用机器人的期望。研究建议将专业发展计划与语言课程结合起来，使教师掌握将人工智能技术有效融入课堂的必要技能。本研究的意义在于，它为当前关于在教育中使用人工智能的讨论做出了贡献，提出了人工智能对学生语言成绩影响的实证证据。
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