Z世代:在混合学习中使用智能手机应用程序进行听力活动

Valentina Dyah Arum Sari
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引用次数: 2

摘要

Z世代的特点与技术的使用密切相关,这激发了教育工作者的意识,以最适合他们的教学和学习技术为这一代人提供便利。其中之一是通过优化小工具或智能手机作为他们的学习媒体的使用。由于这一现象,本研究旨在了解智能手机应用程序在包括Z世代在内的第一学期学生在英语普通课程混合学习中学习听力的情况。本研究还旨在了解智能手机应用程序对非英语系学生听力技能提高的意义,并找出使用智能手机应用软件时可能存在的障碍。研究人员应用了两个选定的智能手机应用程序。除了数据三角测量外,本研究还采用了测试前和测试后的方法来观察其意义。其他工具是问卷调查和学生的听力材料总结。采用定性和定量相结合的方法对数据进行分析。结果显示,在混合学习班中,学生对使用智能手机应用程序学习听力技能表现出中等积极的反应,在使用应用程序时没有遇到障碍。此外,智能手机应用程序也产生了很高的积极影响,非英语学生在听力技能方面的成绩显著提高。关键词:听力技能,智能手机应用程序,混合学习
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Z GENERATION TOWARDS THE USE OF SMARTPHONE APPLICATION FOR LISTENING ACTIVITIES IN BLENDED-LEARNING
The character of Generation Z which is closely related to the use of technology triggers awareness of educators to facilitate this generation with teaching and learning techniques that are most suitable for them. One of them is by optimalizing the use of gadget or smart phones as learning media for them. Because of this phenomenon, this study was carried out with the aim to find out the use of smartphone application in learning listening acctivities in blended-learning of English general courses followed by first semester students who are included as Z generation. The research also aimed to find out the significance of smartphone application dealing with the improvement of listening skill towards the non-English department students and to figure out the possible obstacles while using the smartphone application. The researcher applied the two selected smartphone applications. In addition to data triangulation, this study also used pre-test and post-test to see the significance. The other instruments were questionnaires and students’ listening material summary. The data were analyzed by mixed-method technique, namely qualitative and quantitative. The results show that the students showed a medium positive response to the use of smartphone applications for learning listening skills in blended-learning class and did not encounter obstacles while using the applications. Moreover, the smartphone applications also give high positive affects showed by a significant improvement in results experienced by non-English students in listening skills. keywords: listening skill, smartphone applications, blended-learning  
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发文量
8
审稿时长
12 weeks
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