The use of technology for second language (L2) acquisition has become ubiquitous, but little thought has been given to the factors that impact the language learning experience. This study aims to use the Community of Inquiry (CoI) framework to propose and validate a more comprehensive model for investigating the influence of presence on learners’ L2 learning experience using Technology Enhanced Language Learning (TELL). Data were collected from a sample of language learners (n = 129) studying in the State of Rajasthan, India using an e-questionnaire. To scrutinize the effect of various forms of presence, descriptive and inferential analyses were conducted. The findings suggest strong, positive, and statistically significant associations exist between the original CoI elements (teaching presence, cognitive presence and social presence), the newly added elements (learning presence, emotional presence, and technological presence), and learning experience. These results confirm the idea that presence can hinder and/or enhance L2 learning experiences. No association was found between technical barriers and learning experience. The findings have theoretical and practical implications. The results suggest the value of expanding the CoI framework, scrutinizing the learners’ experience, analyzing the influence of presence, and enriching the application of the technology for language learning. Such results may ensure TELL courses are designed as vigorous learning environs which facilitate language acquisition.
{"title":"A Comprehensive Community of Inquiry Framework for Exploring Technology Enhanced Language Learning","authors":"I. Alvi","doi":"10.22492/ije.10.2.04","DOIUrl":"https://doi.org/10.22492/ije.10.2.04","url":null,"abstract":"The use of technology for second language (L2) acquisition has become ubiquitous, but little thought has been given to the factors that impact the language learning experience. This study aims to use the Community of Inquiry (CoI) framework to propose and validate a more comprehensive model for investigating the influence of presence on learners’ L2 learning experience using Technology Enhanced Language Learning (TELL). Data were collected from a sample of language learners (n = 129) studying in the State of Rajasthan, India using an e-questionnaire. To scrutinize the effect of various forms of presence, descriptive and inferential analyses were conducted. The findings suggest strong, positive, and statistically significant associations exist between the original CoI elements (teaching presence, cognitive presence and social presence), the newly added elements (learning presence, emotional presence, and technological presence), and learning experience. These results confirm the idea that presence can hinder and/or enhance L2 learning experiences. No association was found between technical barriers and learning experience. The findings have theoretical and practical implications. The results suggest the value of expanding the CoI framework, scrutinizing the learners’ experience, analyzing the influence of presence, and enriching the application of the technology for language learning. Such results may ensure TELL courses are designed as vigorous learning environs which facilitate language acquisition.","PeriodicalId":52248,"journal":{"name":"IAFOR Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68763039","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}
Marina Rottenhofer, Lisa Kuka, Sandra Leitner, Sabitzer Sabitzer
After Jeanette Wing in 2006 described computational thinking (CT) as a fundamental skill for everyone just like reading or arithmetic, it has become a widely discussed topic all over the world. Computational thinking is a problem-solving skill set that is used to tackle problems in computer science. However, these skills, such as pattern recognition, decomposition, abstraction, generalization, and algorithmic thinking, are useful in other domains, as well. This study focuses on the use of CT skills to approach complex linguistic learning tasks in the foreign language classroom. To foster these problem-solving skills, an innovative method is used. The authors take advantage of computer science (CS) models (e.g. Unified Modeling Language – UML) and transform them into a teaching and learning tool. This paper describes the design and implementation of a survey used to detect students’ use of learning strategies that are linked to computational thinking. This survey is an instrument used in a multiple-case study and was administered at the beginning of the interventions. The participants of the study were learners of English and Spanish (n=66) from two secondary schools. Results indicated that the students were medium to low users of learning strategies that demand problem-solving skills related to computational thinking. Differences by gender were also found, with females reporting higher use of learning strategies than males. To conclude, the study showed a low use of strategies among students and highlighted the importance of introducing students to learning strategies and fostering skills needed for future professional life.
{"title":"Using Computational Thinking to Facilitate Language Learning: A Survey of Students’ Strategy Use in Austrian Secondary Schools","authors":"Marina Rottenhofer, Lisa Kuka, Sandra Leitner, Sabitzer Sabitzer","doi":"10.22492/ije.10.2.03","DOIUrl":"https://doi.org/10.22492/ije.10.2.03","url":null,"abstract":"After Jeanette Wing in 2006 described computational thinking (CT) as a fundamental skill for everyone just like reading or arithmetic, it has become a widely discussed topic all over the world. Computational thinking is a problem-solving skill set that is used to tackle problems in computer science. However, these skills, such as pattern recognition, decomposition, abstraction, generalization, and algorithmic thinking, are useful in other domains, as well. This study focuses on the use of CT skills to approach complex linguistic learning tasks in the foreign language classroom. To foster these problem-solving skills, an innovative method is used. The authors take advantage of computer science (CS) models (e.g. Unified Modeling Language – UML) and transform them into a teaching and learning tool. This paper describes the design and implementation of a survey used to detect students’ use of learning strategies that are linked to computational thinking. This survey is an instrument used in a multiple-case study and was administered at the beginning of the interventions. The participants of the study were learners of English and Spanish (n=66) from two secondary schools. Results indicated that the students were medium to low users of learning strategies that demand problem-solving skills related to computational thinking. Differences by gender were also found, with females reporting higher use of learning strategies than males. To conclude, the study showed a low use of strategies among students and highlighted the importance of introducing students to learning strategies and fostering skills needed for future professional life.","PeriodicalId":52248,"journal":{"name":"IAFOR Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48855307","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}
N. A. M. Mokmin, Nurul Nabilah Izzati Binti Ridzuan
Physical education (PE) is a compulsory subject in schools that is vital to ensure students stay healthy and fit. It is widely agreed that everyone should have access to education, regardless of physical limitations. However, there is an ongoing debate on how PE has been taught and used to benefit students with learning disabilities (SLD). SLDs may feel excluded from PE due to lack of support systems, low motivation, and unsuitable learning materials. This paper discusses the development of an app that applies immersive technologies to make PE accessible to SLDs. Virtual reality and augmented reality are immersive technologies in which the user can view virtual media to understand objects in the real world. With these technologies, students can freely control their learning progress and choose the content critical to them based on their circumstances, enabling instruction based on their ability. Optimal Motor Learning Theory and Cognitive Theory of Multimedia Learning (CTML) were used to develop the app. The first phase of this two-stage research process involved creating a VR app and getting feedback from the students who used it. Interviews of students who used the VR trainer and secondary data were used to inform the development of an AR book. The authors found that by combining suitable immersive technologies with motor learning theory and multimedia learning principles, appropriate learning material could be created that facilitates the PE learning process.
{"title":"Immersive Technologies in Physical Education in Malaysia for Students with Learning Disabilities","authors":"N. A. M. Mokmin, Nurul Nabilah Izzati Binti Ridzuan","doi":"10.22492/ije.10.2.05","DOIUrl":"https://doi.org/10.22492/ije.10.2.05","url":null,"abstract":"Physical education (PE) is a compulsory subject in schools that is vital to ensure students stay healthy and fit. It is widely agreed that everyone should have access to education, regardless of physical limitations. However, there is an ongoing debate on how PE has been taught and used to benefit students with learning disabilities (SLD). SLDs may feel excluded from PE due to lack of support systems, low motivation, and unsuitable learning materials. This paper discusses the development of an app that applies immersive technologies to make PE accessible to SLDs. Virtual reality and augmented reality are immersive technologies in which the user can view virtual media to understand objects in the real world. With these technologies, students can freely control their learning progress and choose the content critical to them based on their circumstances, enabling instruction based on their ability. Optimal Motor Learning Theory and Cognitive Theory of Multimedia Learning (CTML) were used to develop the app. The first phase of this two-stage research process involved creating a VR app and getting feedback from the students who used it. Interviews of students who used the VR trainer and secondary data were used to inform the development of an AR book. The authors found that by combining suitable immersive technologies with motor learning theory and multimedia learning principles, appropriate learning material could be created that facilitates the PE learning process.","PeriodicalId":52248,"journal":{"name":"IAFOR Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46023065","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}
Educational Digital Storytelling (EDS) is a powerful technology-enhanced learning approach that enables learners to develop 21st century skills. Students often complain about their digital illiteracy, academic writing challenges, and lack of interaction in classes. In the current case study, 50 multilingual and multicultural ESL student-teachers were involved in the creation of digital stories in an undergraduate module. Students used Canva to create their own digital stories which included text, images, videos, podcasts, and infographics. The overall aim was to improve their academic performance and motivation towards learning, and explore their attitudes towards this new dynamic learning-oriented instructional strategy. The current semi-experimental study tried to challenge monolingual bias and promote a more integrated and inclusive approach to learning as both efficient and desirable in preparing university students for constructive involvement with various cultural perspectives promoting the creation of global networks. Findings from both quantitative (paired and independent samples t-tests of test scores) and qualitative (anonymous feedback, lecturer observations and focus group discussions) data analyses indicated that learners improved their writing performance, critical thinking skills, self-confidence, and intercultural awareness. Students stated that they felt proud of their final products (digital stories) and that the EDS intervention was rewarding. However, some non-traditional students reported facing challenges with the use of technology. Learners expressed their wish to experiment more with digital stories and use them in other modules. Implications for teaching and learning practices in the Higher Education academic environment and suggestions for the successful implementation of EDS at the tertiary level are provided.
{"title":"Using Educational Digital Storytelling to Enhance Multilingual Students’ Writing Skills in Higher Education","authors":"Eleni Meletiadou","doi":"10.22492/ije.10.2.06","DOIUrl":"https://doi.org/10.22492/ije.10.2.06","url":null,"abstract":"Educational Digital Storytelling (EDS) is a powerful technology-enhanced learning approach that enables learners to develop 21st century skills. Students often complain about their digital illiteracy, academic writing challenges, and lack of interaction in classes. In the current case study, 50 multilingual and multicultural ESL student-teachers were involved in the creation of digital stories in an undergraduate module. Students used Canva to create their own digital stories which included text, images, videos, podcasts, and infographics. The overall aim was to improve their academic performance and motivation towards learning, and explore their attitudes towards this new dynamic learning-oriented instructional strategy. The current semi-experimental study tried to challenge monolingual bias and promote a more integrated and inclusive approach to learning as both efficient and desirable in preparing university students for constructive involvement with various cultural perspectives promoting the creation of global networks. Findings from both quantitative (paired and independent samples t-tests of test scores) and qualitative (anonymous feedback, lecturer observations and focus group discussions) data analyses indicated that learners improved their writing performance, critical thinking skills, self-confidence, and intercultural awareness. Students stated that they felt proud of their final products (digital stories) and that the EDS intervention was rewarding. However, some non-traditional students reported facing challenges with the use of technology. Learners expressed their wish to experiment more with digital stories and use them in other modules. Implications for teaching and learning practices in the Higher Education academic environment and suggestions for the successful implementation of EDS at the tertiary level are provided.","PeriodicalId":52248,"journal":{"name":"IAFOR Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47973874","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}
Despite increased emphasis on the role of inclusive practices and materials in post-COVID-19 classrooms and warnings about implicit biases against disadvantaged groups, the textbook problem has rarely been approached with equity measures in mind. This multimethod study aimed to investigate to what extent L2 reading materials, locally produced and used for refugee education in Turkey and New Zealand, include all children with different proficiency levels, gender identities and cultural backgrounds using corpus-driven methods. All verbal and nonverbal texts from ten thematically similar third-grade storybooks were subjected to qualitative and quantitative analysis. Comparisons against measures of grammatical and lexical complexity, and of gender and cultural equity revealed that despite both being far from achieving the ideal composition for creating inclusive learning-friendly environments, TSL materials were lagging further behind ESL counterparts. They depended on almost uniform sets of easy-to-read narratives embodying simpler grammatical features and high-frequency words, and thus needed extension with relatively elaborate ones to accommodate mixed-abilities. Gender disparities were institutionalised through male overrepresentation in hero-making, negative stereotyping, familial and occupational identification, and engagement in monetary and mobility activities, but occasionally ameliorated, in the ESL case, by reversing conventionally-gendered domestic, technical and intellectual skills in texts and illustrations. The widest gap was observed in cultural representations because TSL materials, written from a tourist’s perspective, focused on imposing superficial knowledge of target-culture elements, and ESL materials on ensuring relevance through greater use of elements from diverse cultures. Therefore, egalitarian representations in gendered and cultural contents are required for their rehabilitation.
{"title":"A Corpus-Based Comparison of Inclusiveness in L2 Reading Materials for Refugee Children","authors":"Meliha R. Şimşek","doi":"10.22492/ije.10.1.03","DOIUrl":"https://doi.org/10.22492/ije.10.1.03","url":null,"abstract":"Despite increased emphasis on the role of inclusive practices and materials in post-COVID-19 classrooms and warnings about implicit biases against disadvantaged groups, the textbook problem has rarely been approached with equity measures in mind. This multimethod study aimed to investigate to what extent L2 reading materials, locally produced and used for refugee education in Turkey and New Zealand, include all children with different proficiency levels, gender identities and cultural backgrounds using corpus-driven methods. All verbal and nonverbal texts from ten thematically similar third-grade storybooks were subjected to qualitative and quantitative analysis. Comparisons against measures of grammatical and lexical complexity, and of gender and cultural equity revealed that despite both being far from achieving the ideal composition for creating inclusive learning-friendly environments, TSL materials were lagging further behind ESL counterparts. They depended on almost uniform sets of easy-to-read narratives embodying simpler grammatical features and high-frequency words, and thus needed extension with relatively elaborate ones to accommodate mixed-abilities. Gender disparities were institutionalised through male overrepresentation in hero-making, negative stereotyping, familial and occupational identification, and engagement in monetary and mobility activities, but occasionally ameliorated, in the ESL case, by reversing conventionally-gendered domestic, technical and intellectual skills in texts and illustrations. The widest gap was observed in cultural representations because TSL materials, written from a tourist’s perspective, focused on imposing superficial knowledge of target-culture elements, and ESL materials on ensuring relevance through greater use of elements from diverse cultures. Therefore, egalitarian representations in gendered and cultural contents are required for their rehabilitation.","PeriodicalId":52248,"journal":{"name":"IAFOR Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45142976","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 use of peer-assisted learning/mentoring (PALM) and translanguaging (TRL) as inclusive learning strategies to support students’ transition into Higher Education and enhance their wellbeing in the post-Covid era has not been widely explored. Lecturers express their deep concern about the mental health issues and lack of confidence an increasing number of learners have faced lately in the UK due to the COVID-19 pandemic. In terms of the present study, 80 undergraduate multilingual students were involved in PALM tasks during which they could use their first language through translanguaging and English, the target language, for one academic semester. The main goal was to ensure they had equal opportunities to develop their oral fluency while preparing group presentations. Paired T-tests were used to compare students’ pre- to post-tests scores. In terms of this mixed-methods case study, the researcher also analyzed students’ reflective reports and the anonymous feedback learners provided thematically to explore their attitudes. Findings indicated that these two approaches enabled students to improve their academic performance significantly although learners felt uneasy at the beginning. The combination of these two methods created a psychologically safe space as learners gradually developed a personal relationship with their peers. In response to the need for more information, as regards the use of PALM activities and TRL with multilingual learners, this study intends to contribute student voice since the inclusion of learner opinion has been minimal. Recommendations for the successful implementation of these two instructional approaches in undergraduate courses and suggestions for further research are provided.
{"title":"The Utilisation of Peer-Assisted Learning/Mentoring and Translanguaging in Higher Education","authors":"Eleni Meletiadou","doi":"10.22492/ije.10.1.07","DOIUrl":"https://doi.org/10.22492/ije.10.1.07","url":null,"abstract":"The use of peer-assisted learning/mentoring (PALM) and translanguaging (TRL) as inclusive learning strategies to support students’ transition into Higher Education and enhance their wellbeing in the post-Covid era has not been widely explored. Lecturers express their deep concern about the mental health issues and lack of confidence an increasing number of learners have faced lately in the UK due to the COVID-19 pandemic. In terms of the present study, 80 undergraduate multilingual students were involved in PALM tasks during which they could use their first language through translanguaging and English, the target language, for one academic semester. The main goal was to ensure they had equal opportunities to develop their oral fluency while preparing group presentations. Paired T-tests were used to compare students’ pre- to post-tests scores. In terms of this mixed-methods case study, the researcher also analyzed students’ reflective reports and the anonymous feedback learners provided thematically to explore their attitudes. Findings indicated that these two approaches enabled students to improve their academic performance significantly although learners felt uneasy at the beginning. The combination of these two methods created a psychologically safe space as learners gradually developed a personal relationship with their peers. In response to the need for more information, as regards the use of PALM activities and TRL with multilingual learners, this study intends to contribute student voice since the inclusion of learner opinion has been minimal. Recommendations for the successful implementation of these two instructional approaches in undergraduate courses and suggestions for further research are provided.","PeriodicalId":52248,"journal":{"name":"IAFOR Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41941427","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}
Vocabulary knowledge is of paramount importance when learning a second language. It requires effective and practical classroom vocabulary learning methods for long-term acquisition. Specific learning aspects helping the learner remember vocabulary such as spaced repetition and retrieval practice have shown efficacy but are often disconnected from practical in-class methods that can be used repeatedly. This study looked at data from 74 university students in Japan studying English vocabulary with the GoldList Notebook Method, which incorporates spaced learning and retrieval practice. The study was conducted over a nine-week period and consisted of a pre-test of target L2 idioms, a lesson teaching the idioms, the implementation of the GoldList Notebook Method, and a post-test on the target idioms. The data collected were analyzed through fixed effects with a generalized linear model in R version 4.0.3 and R Studio 1.2.5. In addition to quantitative data collected through the pre- and post-tests, qualitative observational data was compiled on the use of the GoldList Notebook Method in the classroom. The findings showed efficacy in using the method and found particular merit to spaced learning over two-week intervals. The study further addresses problems teachers may face implementing the method in the classroom and possible ways to alleviate the issues.
学习第二语言时，词汇知识至关重要。它需要有效和实用的课堂词汇学习方法来进行长期习得。帮助学习者记忆词汇的特定学习方面，如间隔重复和检索练习，已经显示出有效性，但往往与可以重复使用的实际课堂方法脱节。这项研究查看了74名日本大学生的数据，他们使用GoldList笔记本法学习英语词汇，该方法结合了间隔学习和检索实践。这项研究为期九周，包括目标二语习语的前测、习语教学、金榜笔记本法的实施以及目标习语的后测。使用R 4.0.3版和R Studio 1.2.5中的广义线性模型，通过固定效应对收集的数据进行分析。除了通过测试前和测试后收集的定量数据外，还在课堂上使用GoldList笔记本法汇编了定性观测数据。研究结果显示了使用该方法的有效性，并发现间隔两周进行间隔学习的特别优点。该研究进一步解决了教师在课堂上实施该方法可能面临的问题，以及缓解这些问题的可能方法。
{"title":"The GoldList Notebook Method: A Study on L2 Vocabulary Learning","authors":"John Duplice","doi":"10.22492/ije.10.1.05","DOIUrl":"https://doi.org/10.22492/ije.10.1.05","url":null,"abstract":"Vocabulary knowledge is of paramount importance when learning a second language. It requires effective and practical classroom vocabulary learning methods for long-term acquisition. Specific learning aspects helping the learner remember vocabulary such as spaced repetition and retrieval practice have shown efficacy but are often disconnected from practical in-class methods that can be used repeatedly. This study looked at data from 74 university students in Japan studying English vocabulary with the GoldList Notebook Method, which incorporates spaced learning and retrieval practice. The study was conducted over a nine-week period and consisted of a pre-test of target L2 idioms, a lesson teaching the idioms, the implementation of the GoldList Notebook Method, and a post-test on the target idioms. The data collected were analyzed through fixed effects with a generalized linear model in R version 4.0.3 and R Studio 1.2.5. In addition to quantitative data collected through the pre- and post-tests, qualitative observational data was compiled on the use of the GoldList Notebook Method in the classroom. The findings showed efficacy in using the method and found particular merit to spaced learning over two-week intervals. The study further addresses problems teachers may face implementing the method in the classroom and possible ways to alleviate the issues.","PeriodicalId":52248,"journal":{"name":"IAFOR Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48323401","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}
Nourreddine Menyani, Ahlame Boumehdi, Oumaima El Jaadi
After the scientific consensus on the proliferation of COVID-19, a lethal virus, educational institutions worldwide have swiftly migrated to online learning. This upheaval has propelled online evaluation and assessment to be the norm during this period. The principal objective of the study and research is to explore students’ experience with online emergency learning as well as online evaluation. This paper also investigates how Moroccan English as a foreign language (EFL) university learners perceive online assessment in comparison to face-to-face assessment. Data were collected from a sample of 93 Moroccan EFL university students using a self-designed questionnaire. The findings of this research revealed that the students experienced technical issues while submitting their exams. They have also expressed their disappointment with the lack of feedback provided by their professors, not to mention their constant worry about academic honesty. This has led them to lose interest in their studies and possess doubts about reliving this dissatisfactory experience. Therefore, the results implied that participants perceive online assessment as an insignificant factor for performance improvement. This unprecedented experience has had an unadulterated negative impact on students as it has left them both dissatisfied with their experience regarding distance learning and apprehensive about their future educational experiences. It is, then, recommended that the notion of online assessment should be given much attention in higher education in the Moroccan context.
{"title":"Online Assessment in the Digital Era: Moroccan EFL University Students’ Experiences, Perceptions and Challenges","authors":"Nourreddine Menyani, Ahlame Boumehdi, Oumaima El Jaadi","doi":"10.22492/ije.10.1.10","DOIUrl":"https://doi.org/10.22492/ije.10.1.10","url":null,"abstract":"After the scientific consensus on the proliferation of COVID-19, a lethal virus, educational institutions worldwide have swiftly migrated to online learning. This upheaval has propelled online evaluation and assessment to be the norm during this period. The principal objective of the study and research is to explore students’ experience with online emergency learning as well as online evaluation. This paper also investigates how Moroccan English as a foreign language (EFL) university learners perceive online assessment in comparison to face-to-face assessment. Data were collected from a sample of 93 Moroccan EFL university students using a self-designed questionnaire. The findings of this research revealed that the students experienced technical issues while submitting their exams. They have also expressed their disappointment with the lack of feedback provided by their professors, not to mention their constant worry about academic honesty. This has led them to lose interest in their studies and possess doubts about reliving this dissatisfactory experience. Therefore, the results implied that participants perceive online assessment as an insignificant factor for performance improvement. This unprecedented experience has had an unadulterated negative impact on students as it has left them both dissatisfied with their experience regarding distance learning and apprehensive about their future educational experiences. It is, then, recommended that the notion of online assessment should be given much attention in higher education in the Moroccan context.","PeriodicalId":52248,"journal":{"name":"IAFOR Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41580429","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 understand the learning process and language acquisition of Communicative Malay Language (CML) among foreign workers in Malaysia. A total of 10 foreign workers who were randomly selected in Kuala Lumpur and volunteered to participate were interviewed individually. The interviews were recorded, transcribed, translated and interpreted to enable the researcher to conduct content analysis. The analysis revealed that most of the respondents were not adequately supplied with general knowledge about the country, and especially the language, when they arrived in Malaysia for the first time. Although only half of them specifically reported the utilization of mobile applications in learning CML, all of the respondents were aware of mobile applications in general and agreed that this would be a good instrument to help them learn the language, especially the listening aspect.
{"title":"Mobile Learning for Malay Language among Foreign Workers: A Preliminary Study","authors":"Nurulhuda Osman, Siti Nazleen Abdul Rabu","doi":"10.22492/ije.10.1.09","DOIUrl":"https://doi.org/10.22492/ije.10.1.09","url":null,"abstract":"This study aims to understand the learning process and language acquisition of Communicative Malay Language (CML) among foreign workers in Malaysia. A total of 10 foreign workers who were randomly selected in Kuala Lumpur and volunteered to participate were interviewed individually. The interviews were recorded, transcribed, translated and interpreted to enable the researcher to conduct content analysis. The analysis revealed that most of the respondents were not adequately supplied with general knowledge about the country, and especially the language, when they arrived in Malaysia for the first time. Although only half of them specifically reported the utilization of mobile applications in learning CML, all of the respondents were aware of mobile applications in general and agreed that this would be a good instrument to help them learn the language, especially the listening aspect.","PeriodicalId":52248,"journal":{"name":"IAFOR Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41366238","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}
M. Horverak, Gerd Martina Langeland, A. Løvik, Sigrunn Askland, Paweł Scheffler, Aleksandra Wach
Learning a foreign language is more difficult for some students than others, and particularly speaking out loud in class may be a challenge. The aim of this study is to investigate the potential of a systematic approach to facilitate mastery, motivation and a supportive language learning environment, to limit foreign language anxiety. An intervention was carried out in different language learning contexts, including English classes in Norway and Poland and Spanish classes in Norway. The research material collected consists of student logs, student evaluations and self-reported data from a validated questionnaire on foreign language anxiety. The findings show that many students reported becoming more motivated and comfortable in class and that the method helped them work with strategies to overcome problems. Self-reported questionnaire data suggest that in two of three contexts, the foreign language anxiety level of the students decreased significantly during the intervention period. It may be difficult to generalise based on the findings presented here as the sample from each context is limited, the data is self-reported, the intervention period was limited and there is no control group. To strengthen the study’s findings, triangulation of multiple data sources was used. To conclude, the five-step method presented in this study may be a useful strategy to facilitate developing motivation and creating a supportive learning environment in the language classroom. However, more longitudinal and extensive studies are needed to investigate the potential of the approach presented here further.
{"title":"Systematic Work with Speaking Skills and Motivation in Second Language Classes","authors":"M. Horverak, Gerd Martina Langeland, A. Løvik, Sigrunn Askland, Paweł Scheffler, Aleksandra Wach","doi":"10.22492/ije.10.1.02","DOIUrl":"https://doi.org/10.22492/ije.10.1.02","url":null,"abstract":"Learning a foreign language is more difficult for some students than others, and particularly speaking out loud in class may be a challenge. The aim of this study is to investigate the potential of a systematic approach to facilitate mastery, motivation and a supportive language learning environment, to limit foreign language anxiety. An intervention was carried out in different language learning contexts, including English classes in Norway and Poland and Spanish classes in Norway. The research material collected consists of student logs, student evaluations and self-reported data from a validated questionnaire on foreign language anxiety. The findings show that many students reported becoming more motivated and comfortable in class and that the method helped them work with strategies to overcome problems. Self-reported questionnaire data suggest that in two of three contexts, the foreign language anxiety level of the students decreased significantly during the intervention period. It may be difficult to generalise based on the findings presented here as the sample from each context is limited, the data is self-reported, the intervention period was limited and there is no control group. To strengthen the study’s findings, triangulation of multiple data sources was used. To conclude, the five-step method presented in this study may be a useful strategy to facilitate developing motivation and creating a supportive learning environment in the language classroom. However, more longitudinal and extensive studies are needed to investigate the potential of the approach presented here further.","PeriodicalId":52248,"journal":{"name":"IAFOR Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49116073","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：