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Trends and Benefits of Online Distance Learning in the English as a Second Language Context: A Systematic Literature Review 英语作为第二语言背景下在线远程学习的趋势和优势:系统文献综述
Pub Date : 2024-07-28 DOI: 10.24093/awej/call10.18
Nur Mazliyana Zainuddin, Maslawati Mohamad, Nur Yasmin Zakaria, Nur Ainil Sulaiman, Nur Atiqah Jalaludin, Halizah Omar
The COVID-19 pandemic has shifted the education field across the globe. This transformation has made education more accessible through the emergence of online distance learning. Therefore, this systematic literature review presents an extensive review and analysis of existing studies on online distance learning in the English as a Second Language context. The study’s main aim is to explore the effectiveness of online distance learning in the English as a Second Language context. The significance of the study lies in its potential to inform educational stakeholders about the advantages and areas for improvement in online distance learning for learners and teachers, thus enhancing educational practices and policies. The primary research question guiding this review is: What are the experiences and perceptions of teachers and students regarding online distance learning in the English as a Second Language context? The study follows the PRISMA 2020 statement guidelines for systematic literature reviews, investigating peer-reviewed articles from the SCOPUS and ERIC databases (2019 – 2023). Seventeen (17) studies were selected based on the inclusion and exclusion criteria. The findings indicate growing research interest in online distance learning in the English as a Second Language context. Most of the studies employed qualitative design in which university students mainly were used as participants. The findings also provide invaluable insights regarding the benefits enjoyed by both students and teachers from online distance learning. Key benefits derived from students’ perceptions are comfort, enjoyable, time-saving, autonomous learning, improved communication, and collaborative skills. Teachers, on the other hand, stated that the benefits they enjoyed through online distance learning were time savings, a positive learning environment, improved teaching efficiency, money savings, and enhanced students’ psychological factors. To summarise, these findings suggest that stakeholders should take the appropriate measures to effectively implement online distance learning and achieve Sustainable Development Goal 4 (SDG4), which aims to ensure inclusive and equitable education for all.
COVID-19 大流行改变了全球的教育领域。这种转变通过在线远程学习的出现使教育变得更加容易获得。因此,本系统性文献综述对英语作为第二语言背景下在线远程学习的现有研究进行了广泛的回顾和分析。本研究的主要目的是探讨英语作为第二语言环境下在线远程学习的有效性。这项研究的意义在于,它有可能让教育利益相关者了解在线远程学习对学习者和教师的优势以及需要改进的地方,从而改进教育实践和政策。指导本综述的主要研究问题是在英语作为第二语言的背景下,教师和学生对在线远程学习有哪些经验和看法?本研究遵循系统性文献综述的 PRISMA 2020 声明指南,调查了 SCOPUS 和 ERIC 数据库(2019 - 2023 年)中经过同行评审的文章。根据纳入和排除标准,选择了 17 项研究。研究结果表明,对英语作为第二语言背景下的在线远程学习的研究兴趣日益浓厚。大多数研究采用了定性设计,主要以大学生为参与者。研究结果还就学生和教师从在线远程学习中获得的益处提供了宝贵的见解。从学生的看法中得出的主要益处有:舒适、愉快、节省时间、自主学习、提高交流和协作技能。而教师则表示,他们从网上远程学习中获得的好处是节省时间、积极的学习环境、提高教学效率、节省开支和增强学生的心理因素。总之,这些研究结果表明,相关各方应采取适当措施,有效实施在线远程学习,实现可持续发展目标 4(SDG4),该目标旨在确保包容性和公平的全民教育。
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引用次数: 0
Exploring EFL Learners’ Perspectives on Using AI Tools and Their Impacts in Reading Instruction: An Exploratory Study 探索 EFL 学习者对使用人工智能工具的看法及其在阅读教学中的影响:一项探索性研究
Pub Date : 2024-07-28 DOI: 10.24093/awej/call10.11
Talal Waleed Daweli, Rain Abdulrahman Moqbel Mahoub
This study explored the impacts of artificial intelligence (AI) tools on English as a foreign language (EFL) reading instruction. The main aim was to examine EFL learners’ perceptions of using AI tools in their EFL reading classes and explore how those tools could impact their learning. The study tried to answer those questions: What were EFL learners’ perceptions of AI tools in reading instruction? And, how could AI tools impact EFL learners’ reading skills? To achieve the objectives, an online survey was used to investigate EFL learners’ perspectives on using AI tools and their effects in instructing reading. The findings indicated that learners had positive perceptions of using AI tools in their learning because they helped improve their reading skills and increased their confidence and motivation in reading. In addition, using AI tools for instructing reading enhanced EFL learners’ skills because they provided supportive and adaptive learning tailored to their needs. However, concerns were raised regarding long-term impacts and optimal integration models. The findings suggested AI showed promise for supporting reading instruction when combined judiciously with traditional methods. The study recommended EFL instructors consider the strategic blending of AI tools in the classroom to enhance reading proficiency and motivation.
本研究探讨了人工智能(AI)工具对英语作为外语(EFL)阅读教学的影响。主要目的是研究 EFL 学习者对在 EFL 阅读课上使用人工智能工具的看法,并探讨这些工具会如何影响他们的学习。本研究试图回答这些问题:在阅读教学中,EFL 学习者对人工智能工具的看法如何?人工智能工具如何影响 EFL 学习者的阅读技能?为了实现这些目标,本研究采用在线调查的方式,调查了 EFL 学习者对使用人工智能工具及其在阅读教学中的效果的看法。调查结果显示,学习者对在学习中使用人工智能工具持积极看法,因为这些工具有助于提高他们的阅读技能,增强他们的阅读信心和动力。此外,在阅读教学中使用人工智能工具提高了英语学习者的技能,因为这些工具提供了支持性和适应性学习,符合他们的需要。然而,人们对其长期影响和最佳整合模式表示担忧。研究结果表明,如果将人工智能与传统方法明智地结合起来,人工智能在支持阅读教学方面大有可为。研究建议英语教师考虑在课堂上战略性地融合人工智能工具,以提高阅读能力和动机。
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引用次数: 0
Exploring the Impact of Email-Based Vocabulary Instruction on Saudi Adult EFL Students’ Technology-Integrated Learning 探索基于电子邮件的词汇教学对沙特成人英语学生技术综合学习的影响
Pub Date : 2024-07-28 DOI: 10.24093/awej/call10.15
Saad Eid Albaqami
This research investigates the perspectives and experiences of Saudi EFL students as a Foreign Language students between the ages of 20 and 24 regarding using email as a technologically enhanced approach to studying vocabulary. The research’s aim is to investigate the opinions of students regarding using email as a technology-based method of instruction to study vocabulary. The significance of the study lies in its potential to inform curriculum development and instructional strategies in English programs, especially increasing digital integration in education. The research question guiding this research is: What are the experiences and attitudes of Saudi adult EFL students regarding using email as a technology-enhanced method of instruction to study vocabulary? During five weeks, three groups of students from Albaha University, were divided into three groups and taught using three instructional approaches. Likert scales and closed-ended and open-ended questions, the survey gauged students’ perceptions of the benefits and drawbacks of the teaching methods. The findings revealed that the participants held favorable views regarding using email to learn vocabulary. They recognized advantages which included increased motivation, the ability to learn independently, and the ease of storing and accessing materials. Conversely, some students experienced technical obstacles and reported a possible adverse effect on their handwriting ability. This study reveals the impact of the digital divide, which has been further exacerbated due to the COVID-19 pandemic, on learning. The study’s discoveries will aid in developing curricula and instructional English major programs, improving the overall quality of language learning environments.
本研究调查了 20 至 24 岁的沙特 EFL 外语学生对使用电子邮件作为词汇学习的技术辅助方法的看法和经验。研究的目的是调查学生对使用电子邮件作为基于技术的词汇学习方法的看法。本研究的意义在于,它有可能为英语课程的课程开发和教学策略提供参考,特别是增加教育中的数字整合。指导本研究的研究问题是沙特成人 EFL 学生在使用电子邮件作为词汇学习的技术强化教学方法方面有哪些经验和态度?在为期五周的时间里,来自阿尔巴哈大学的三组学生被分为三组,使用三种教学方法进行教学。通过李克特量表、封闭式和开放式问题,调查了学生对教学方法利弊的看法。调查结果显示,学员们对使用电子邮件学习词汇持赞成态度。他们认为,这种方法的优点包括提高学习积极性、能够独立学习、易于存储和获取资料。相反,一些学生遇到了技术障碍,并表示可能会对他们的手写能力产生不利影响。这项研究揭示了数字鸿沟对学习的影响,由于 COVID-19 的流行,数字鸿沟进一步加剧。这项研究的发现将有助于开发课程和英语专业教学计划,提高语言学习环境的整体质量。
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引用次数: 0
Using the ADDIE Model to Develop an Online Professional Development Program for Non-Specialist ESL Teachers 使用 ADDIE 模型为非专业 ESL 教师开发在线专业发展课程
Pub Date : 2024-07-28 DOI: 10.24093/awej/call10.19
Noraini Zulkepli, Intan Safina Mohd Ariff Albakri, Puteri Zarina Megat Khalid, Mohd Faisal Farish Ishak
The present article reports a study that employed the Analysis, Design, Development, Implementation and Evaluation instructional design model to develop an e-speaking skills upskilling programme. It is guided by the research question: How do subject matter experts rate the Instructional Design, Content, User Control, and Technical components of the online learning platform prototype? The study is significant because it addresses the gap in research regarding the development of an Online Teacher Professional Development programme specifically targeted at enhancing the speaking skills of a group of non-specialist English language teachers. It describes the development of the prototype that involves several stages: Analysis, Design, Development, Implementation, and Evaluation. At the Implementation stage, expert validation was conducted where five subject matter experts were asked to rate the Instructional Design, Content, User Control and Technical components of the online learning platform. The findings indicate that the Content component requires revision, especially on items concerning bias and suitability with the learning objectives. Some suggestions to address the issues were provided. It is concluded that expert validation is important at the Implementation stage as it aligns with the continuous improvement that is fundamental to the ADDIE model.
本文报告了一项采用 "分析、设计、开发、实施和评估 "教学设计模式开发电子口语技能提升课程的研究。文章以研究问题为指导:主题专家如何评价在线学习平台原型的教学设计、内容、用户控制和技术部分?这项研究意义重大,因为它填补了有关开发在线教师专业发展课程的研究空白,该课程专门针对提高非专业英语教师群体的口语技能。它描述了原型的开发过程,包括几个阶段:分析、设计、开发、实施和评估。在实施阶段,进行了专家论证,请五位学科专家对在线学习平台的教学设计、内容、用户控制和技术部分进行评分。结果表明,内容部分需要修改,特别是关于偏差和与学习目标的适合性的项目。针对这些问题提出了一些建议。结论是,专家论证在实施阶段非常重要,因为它符合 ADDIE 模型的持续改进原则。
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引用次数: 0
The Positive Effect of Technology-Integrated Teaching on Students’ Grammar Learning 技术整合教学对学生语法学习的积极影响
Pub Date : 2024-07-28 DOI: 10.24093/awej/call10.5
Behcet Celik
The primary aim of this study is to examine and assess the impact of technology-integrated education on students’ acquisition of grammatical skills. In this context, thirty students participated in this study; the stratified sampling method allocated 15 intermediate-level students to the control group, while another 15 students were assigned to the experimental groups. To assess the grammar proficiency of both groups at the start of the study, a pre-test was administered. The control group received traditional grammatical education centered around books, while the experimental group received grammar education utilizing mobile phones, smart boards, and technological applications. Although the pre-test analyses conducted at the start of the study did not reveal any notable distinction between the two groups, the post-test analyses using SPSS-7 and t-statistics calculations indicated a significant difference of .001 between the two groups. The control group experienced a 12.17% gain in grammatical level, while the experimental group showed a higher increase of 27.25%. Upon concluding the study, during the interview analysis conducted with the students, they expressed that technology-integrated grammar education is beneficial due to its flexibility, immediate feedback, and inclusion of video clips, quizzes, and sample essays pertaining to grammar.
本研究的主要目的是检查和评估技术整合教育对学生掌握语法技能的影响。在此背景下,30 名学生参与了本研究;采用分层抽样法将 15 名中级水平的学生分配到对照组,另外 15 名学生分配到实验组。为了在研究开始时评估两组学生的语法水平,进行了一次前测。对照组接受以书本为中心的传统语法教育,而实验组则接受利用手机、智能板和技术应用进行的语法教育。虽然在研究开始时进行的前测分析并未显示出两组之间有任何明显的区别,但使用 SPSS-7 和 t 统计计算进行的后测分析表明,两组之间存在 0.001 的显著差异。对照组的语法水平提高了 12.17%,而实验组则提高了 27.25%。研究结束后,在对学生进行的访谈分析中,他们表示,技术整合语法教育因其灵活性、即时反馈、包含视频剪辑、测验和与语法相关的范文而受益匪浅。
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引用次数: 0
Exploring Challenges and Impacts: Insights from School Teachers in Virtual Learning Environments 探索挑战和影响:虚拟学习环境中学校教师的见解
Pub Date : 2024-07-28 DOI: 10.24093/awej/call10.12
Noorlila Ahmad, Magdelina Anak Nugak, Siti Fatimah Abd Rahman, Nor Asiah Mohamad @ Razak
As Virtual Learning Environments become increasingly integral to educational practices, this study delves into the often-neglected realm of challenges faced by teachers in the implementation of virtual teaching and learning. This study aims to explore the challenges and impacts faced by teachers in implementing virtual learning environments. Next is to identify the best features in addressing the challenges and impact of virtual learning implementation among teachers. Employing a qualitative case study design, the research conducted semi-structured interviews and observations involving primary school teachers from level 1 (years 1 to 3) and level 2 (years 3–6). The findings illuminate multifaceted challenges and constraints encountered by teachers, resonating across the realms of teacher dynamics, school infrastructure, and student engagement. Efforts to surmount these challenges revolve around recognizing teachers as crucial exemplars and elucidating the responsibilities they shoulder. Moreover, the study underscores the pivotal role of the learning environment and atmosphere during virtual teaching and learning implementations. In essence, teachers emerge as driving agents shaping the practical construction of the curriculum, necessitating a supportive environment and comprehensive infrastructure. The implications of this research extend towards fostering effective teaching and learning practices, ensuring a more conducive educational landscape for both educators and students in the era of virtual pedagogy.
随着虚拟学习环境日益成为教育实践中不可或缺的一部分,本研究深入探讨了教师在实施虚拟教学过程中所面临的挑战这一经常被忽视的领域。本研究旨在探讨教师在实施虚拟学习环境时所面临的挑战和影响。其次是找出应对教师实施虚拟学习的挑战和影响的最佳特征。本研究采用定性案例研究设计,对小学一级(1 至 3 年级)和二级(3 至 6 年级)教师进行了半结构化访谈和观察。研究结果揭示了教师遇到的多方面挑战和制约因素,在教师动态、学校基础设施和学生参与等领域产生了共鸣。克服这些挑战的努力围绕着承认教师是重要的模范和阐明他们肩负的责任。此外,研究还强调了学习环境和氛围在虚拟教学实施过程中的关键作用。从本质上讲,教师是课程实际构建的推动者,需要一个支持性的环境和全面的基础设施。这项研究的意义在于促进有效的教学实践,确保在虚拟教学法时代为教育工作者和学生提供更有利的教育环境。
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引用次数: 0
Evaluating the Effects of Artificial Intelligence Homework Assistance Tools on High School Students’ Academic Performance and Personal Development 评估人工智能作业辅导工具对高中生学习成绩和个人发展的影响
Pub Date : 2024-07-28 DOI: 10.24093/awej/call10.3
Jihane Tamimi, Essafa Addichane, Sadik Madani ALAOUI
Technological advancement in various aspects of life has led to integrating artificial intelligence into educational practices. Students’ use of artificial intelligence assistance tools has become more fundamental in academic settings, which evolved a range of positive and negative perspectives. The current study explores the impact of artificial intelligence assistance tools on students’ overall personal and academic performance. Hence, this article is significant as it evaluates how Moroccan high school students use artificial intelligence assistance tools to solve their homework assignments. The study attempts to answer to what extent these students rely on these tools and examine the teachers’ attitudes and concerns toward the impact of these evolving changes that artificial intelligence has brought to their classrooms. A mixed-method approach is used to achieve the study’s objectives, employing both quantitative and qualitative methods. Therefore, the findings indicate that students rely heavily on artificial intelligence to complete their everyday homework tasks, which impedes their learning process and skills acquisition. These findings provide several recommendations to policymakers, parents, educators, and learners to be aware of the adverse effects of the overuse of artificial intelligence assistance tools on students’ learning outcomes
生活各方面的技术进步促使人工智能融入教育实践。学生对人工智能辅助工具的使用在学术环境中变得更加基本,这也演变出一系列积极和消极的观点。本研究探讨了人工智能辅助工具对学生个人和学业总体表现的影响。因此,本文对摩洛哥高中生如何使用人工智能辅助工具解决家庭作业进行了评估,具有重要意义。研究试图回答这些学生在多大程度上依赖这些工具,并考察教师对人工智能给课堂带来的这些不断变化的影响的态度和担忧。为实现研究目标,本研究采用了混合方法,同时使用定量和定性方法。因此,研究结果表明,学生在很大程度上依赖人工智能来完成日常家庭作业,这阻碍了他们的学习过程和技能掌握。这些发现为政策制定者、家长、教育工作者和学习者提供了若干建议,使他们意识到过度使用人工智能辅助工具对学生学习成果的不利影响
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引用次数: 0
Beyond Traditional Language Learning: EFL Student Views on ChatGPT in Saudi Arabia 超越传统的语言学习:沙特阿拉伯 EFL 学生对 ChatGPT 的看法
Pub Date : 2024-07-28 DOI: 10.24093/awej/call10.2
Saleh Mosleh Alharthi
Artificial intelligence-based language learning tools have seen increasing adoption in recent years. ChatGPT, an AI assistant developed by OpenAI, has emerged as a popular supplemental tool for practicing English as a foreign language. However, integrating new technologies into language learning requires understanding how end users perceive and experience them. This study explored the perspectives of EFL students on using ChatGPT at three Western universities in Saudi Arabia. The main aim of this study was to explore EFL students’ perspectives on using ChatGPT at three Western universities in Saudi Arabia. This research bears critical significance in optimizing the implementation and design of AI-assisted language learning tools. The primary question addressed was “What are EFL students’ perceptions of the effectiveness and usability of ChatGPT as a supplemental language learning tool?”. A primary quantitative study methodology has been used in the paper. A questionnaire gathering data on perceptions of usability, effectiveness, and impact on learning was distributed to 299 university EFL students. Descriptive statistics and chi-square tests were conducted to analyze the responses. The findings showed that students held a moderately positive view of ChatGPT, seeing it as enhancing understanding and communication abilities in English language learning. Ease of use also significantly impacted students’ preferences and intent to continue utilization. While engagement levels varied, many reported weekly usage of ChatGPT. Gauging EFL learners’ perceptions provided insights that can help tailor AI language tools to better align with individual needs and profiles.
近年来,基于人工智能的语言学习工具被越来越多地采用。由 OpenAI 开发的人工智能助手 ChatGPT 已成为练习英语作为外语的流行辅助工具。然而,将新技术融入语言学习需要了解终端用户如何看待和体验这些技术。本研究探讨了沙特阿拉伯三所西方大学的 EFL 学生对使用 ChatGPT 的看法。本研究的主要目的是探讨沙特阿拉伯三所西方大学的 EFL 学生对使用 ChatGPT 的看法。这项研究对于优化人工智能辅助语言学习工具的实施和设计具有重要意义。研究的首要问题是 "EFL 学生如何看待 ChatGPT 作为辅助语言学习工具的有效性和可用性?本文采用了主要的定量研究方法。本文向 299 名大学 EFL 学生发放了一份调查问卷,收集他们对可用性、有效性和对学习的影响的看法。对回答进行了描述性统计和卡方检验。研究结果表明,学生对 ChatGPT 持有中度积极的看法,认为它能提高英语学习中的理解和交流能力。易用性也极大地影响了学生的喜好和继续使用的意愿。虽然参与程度各不相同,但许多学生表示每周都会使用 ChatGPT。通过了解 EFL 学习者的看法,我们获得了有助于定制人工智能语言工具的真知灼见,从而更好地满足个人需求和特点。
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引用次数: 0
A Survey-Based Study on the Attitudes of Future English Teachers Towards Video Conferencing in Hybrid Learning 基于调查的未来英语教师对混合式学习中视频会议态度的研究
Pub Date : 2024-07-28 DOI: 10.24093/awej/call10.17
Hessah Saleh Aldayel, Hikmah Pravitasari, Muhammad i Ikhwan Arif Aziz
This research aims to examine the attitudes of future English teachers towards the use of video conferencing platforms in hybrid learning environments. Building upon the comprehensive attitude framework proposed by Garrett et al. (2003, p.3), which encompasses cognitive, affective, and behavioral components, we employ a quantitative research design with a survey approach. The study collects data through online questionnaires, and descriptive statistics are used for data analysis. The findings and subsequent discussion shed light on the pedagogical advantages of video conferencing tools, including popular platforms such as Google Meet and Zoom Meeting, in facilitating learning activities. The utilization of video conferencing platforms has positive impacts on the cognitive and affective attitudes of future English teachers, enriching their overall learning experience. However, it is essential to acknowledge that the behavioral attitudes of prospective English teachers exhibit a range of habits, which can both positively and negatively influence the online learning process. Finally, this study highlights the potential for future English teachers to enhance their learning process by actively engaging with their attitudes and negotiating them to shape their identities as professional educators.
本研究旨在考察未来英语教师对在混合学习环境中使用视频会议平台的态度。根据 Garrett 等人(2003 年,第 3 页)提出的包含认知、情感和行为要素的综合态度框架,我们采用了定量研究设计和调查方法。研究通过在线问卷收集数据,并使用描述性统计进行数据分析。研究结果和随后的讨论揭示了视频会议工具(包括 Google Meet 和 Zoom Meeting 等流行平台)在促进学习活动方面的教学优势。视频会议平台的使用对未来英语教师的认知和情感态度产生了积极影响,丰富了他们的整体学习体验。然而,必须承认的是,未来英语教师的行为态度表现出一系列习惯,这些习惯既可能对在线学习过程产生积极影响,也可能产生消极影响。最后,本研究强调,未来的英语教师有可能通过积极参与他们的态度和协商来塑造他们作为专业教育者的身份,从而加强他们的学习过程。
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引用次数: 0
A Conceptual Framework for Evaluating Computer-Assisted Language Learning-Dedicated Applications 评估计算机辅助语言学习专用应用程序的概念框架
Pub Date : 2024-07-28 DOI: 10.24093/awej/call10.8
Osama Mudawe Nurain Mudawe, Jaber Ali Maslamani
In language teaching and learning domains, evaluation plays a prominent role in visualizing the scope of progress and achievements. Therefore, evaluation occurs constantly in all teaching aspects (materials, content, pedagogical practices, and other related issues). However, evaluating materials remains complex owing to their distinctiveness. This complexity is attributed to the excessive application of Web-based resources in teaching and learning settings to create authentic learning opportunities. Consequently, evaluating materials’ suitability requires guidance and practical frameworks that constitute common ground for evaluation. As technology offers a tremendous solution to a particular learning/ teaching context, including Computer-Assisted Language Dedicated Apps, the question of how these apps fit into specific teaching/learning contexts remains controversial. However, the evaluation frameworks that Hubbard, Chapelle, Richards, and Rodgers developed have paved the way for more effective evaluation of CALL resources and applications. In light of this, the study attempts to take part in revealing the myth of CDAPPS evaluation by adopting the conceptual research methodology in association with a systematic review of the previous models for evaluating Computer-Assisted Language Learning Dedicated Applications where a conceptual and principled framework entitled Mudawe and Maslamani Framework is proposed. The proposed framework embraces four levels of analysis for evaluation: Learner/user fit, language professional Fit, Technology fit, and institutional administrators Fit. Each consideration contains several criteria associated with the main level of the analysis that can be used through judgmental or empirical evaluation.
在语言教学领域,评价在直观了解进展和成就方面发挥着重要作用。因此,在教学的各个方面(教材、内容、教学实践和其他相关问题)都会不断进行评价。然而,由于教材的独特性,对教材的评价仍然十分复杂。这种复杂性是由于网络资源在教学和学习环境中的过度应用,以创造真实的学习机会。因此,评价教材的适用性需要有指导和实用的框架,以构成评价的共同基础。由于技术为特定的学习/教学环境提供了巨大的解决方案,包括计算机辅助语言专用应用程序,这些应用程序如何适应特定的教学/学习环境的问题仍然存在争议。不过,Hubbard、Chapelle、Richards 和 Rodgers 开发的评价框架为更有效地评价 CALL 资源和应用程序铺平了道路。有鉴于此,本研究试图通过采用概念研究方法,结合对以往计算机辅助语言学习专用应用程序评估模型的系统回顾,提出一个名为 Mudawe 和 Maslamani 框架的概念性和原则性框架,从而参与揭示 CDAPPS 评估的神话。建议的框架包含四个层面的评估分析:学习者/用户适合度、语言专业适合度、技术适合度和机构管理者适合度。每个考虑因素都包含几个与主要分析层次相关的标准,可以通过判断或经验评估来使用。
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引用次数: 0
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Arab World English Journal
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