No full-text available
To read the full-text of this research,
you can request a copy directly from the author.
Exploring University EFL Learners' experiences and attitudes towards using smart phones for english learning
Abstract
The current study aims to investigate university EFL learners' experiences of using their smart phones for developing language-learning skills (speaking, listening, reading and writing) as well as their attitudes concerning smart phones use for learning English. The participants of this study were 603 students (males= 285; females= 318) enrolled in different majors of study (English, Health, Social and Applied Sciences). The researcher used questionnaire and interview tools to collect the required data. The findings of this study show that all participants have used their smart phones for developing language-learning skills. They report that the most frequently learned skill acquired through smart phones is listening, while the least frequently learned skill is writing. Both male and female learners have positive attitudes towards using smart phones for learning English. Even so, female learners were more positive than male learners and the difference between genders was statistically significant, which means that gender is a significant variable.
... The National Convention on Digital Initiative for Higher Education (2017), organized by the University Grants Commission (UGC), extensively discussed some of the impacts of the digital revolution in higher education. While the possibilities offered by this digital way of educational excellence is promising, there is a lack of discussion and focus around the changing nature and the needs of the learners (Almudibry, 2018). The digital natives, who are the nucleus of the current education system, are accustomed to a peculiar environment, which is defined by digitalization. ...
The study briefly analyzes the ELT situation in India which is replete with
challenges emerging from the lack of engagement with the phenomenon of
digitality that further shapes the existing nature of learning and the needs of
the learner. After locating the position of English Language in the new
the education policy of India, the paper discusses the General English (GE)
courses offered at undergraduate level at the city of Bangalore in India,
thereby shedding light on the existing gaps between policy and practice. It is
based on this conjecture that the paper suggests the possibility of introducing
rhetorical practices in GE courses at undergraduate levels in various
institutions in urban India. In order to substantiate this suggestion, the results
of a survey conducted with the learners (N=359) of a GE course based on
rhetorics at a Southern Indian university is provided. Empirical data along
with a brief reflection on the learners’ voices are used in the study to examine
the efficacy of the structure, administration, and evaluation practices of this
new course. The study thus opens up possibilities of initiating a discourse
around the mode in which English language education and teaching is
envisioned, formulated, and implemented in undergraduate programs across
urban India.
Please find the full paper here: https://www.eilj.com/journals/2020-index/volume-15-issue-2-2020/
... This task is solved by exercises on correlation, selection, determination of validity of information; logical regrouping, addition, compression and extension of statements; finding answers to questions on podcast content; analysis of podcast resource structure: The third stage activates information and technological skills, analytical, presentation and discussion abilities, which is ensured by the analysis of problem cases, round tables, discussions, conferences, group projects, creation of electronic products: Educational activity of master students is characterized by autonomy, responsibility for implementation of individual educational trajectory, ability to solve professional tasks independently (Padmadewi, 2018;Tonogbanua, 2018). The abilities to extract factual and conceptual information are developed within independent work of master students and future foreign language teachers on the basis of the developed study manual Podoteaching listening skills to pre-service teachers of English (Almudibry, 2018;. The study manual includes methodical instructions for teachers and students, increases professional motivation of students, describes innovative and educational technologies, situations and problems of professional activity, develops the ability to apply the gained professional foreign-language knowledge, skills and abilities in work practice, as well as the ability for self-reflection and critical analysis. ...
The current research aimed to investigate the growth mindset and the students’ perception of their English Language teachers’ feedback as predictors of language performance of the high school senior students. Growth mindset is the students’ perceived ability of their intelligence and effort which impedes the academic success. The teachers’ feedback closes the gap between the expected outcome and the current performance of the students. This cross-sectional quantitative research study involved 305 high school senior students in Henan Province, China. To measurethe growth mindset of the students, growth mindset inventory developed and validated by Dweck
(2006) was used. Hattie & Timperley (2007) model of feedback was adopted for the study to investigate the English language teachers’ feedback. A survey questionnaire consisting of four levels of feedback: task, process, self- regulation and self was developed and validated by the researcher. The reliability, validity and the factor analysis for the questionnaire were carried out. The descriptive results showed that the students had low growth mindset and they perceived low level of feedback provided by English language teachers. The results from stepwise multiple regression analysis concluded that, growth mindset, process level feedback and self- regulation level feedback were significant factors for language performance. Among the five predictors for language performance in English, process level feedback is identified as the most significant predictor and followed by self- regulation level feedback and growth mindset of the students.
Keywords: EFL, English Language Teachers’ Feedback, growth mindset, levels of feedback, power of feedback, self- regulation.
... The competitive situation for English language education has encouraged an expectation for future teachers who will work within K-12 schools (Bray, 2013) to integrate cutting edge technologies for the betterment of education (Almudibry, 2018;Jung, 2005) especially for the millennials who dominated the educational participation in the 21 st century education (OECD, 2015). Teacher educators of TEFL, therefore, play an important role in modeling technology integration in their instructional activities (Collins & Jung, 2003) because the way teachers are educated directly and indirectly impact future teachers' technology integration . ...
Nowadays, teachers are facing challenges teaching in digital age. Little has been published about the impact of teacher educators' support to prepare future teachers in integrating ICT into instruction, especially in teaching English as a foreign language (TEFL). This study aims to elaborate both the ICT characteristics of EFL teacher educators in line with their attitudes towards ICT and their ICT competencies as well as the support they have in pre-service teacher training programs (PTTPs). This sequential explanatory study involved 138 teacher educators as survey respondents and seven of them as interview informants from three higher institutions in Indonesia. Results indicate positive attitudes towards ICT and inform medium level ICT competency of the teacher educators. In addition, less effective in ICT integration into classroom teaching was also revealed. Qualitative findings inform seven themes; role models, attitudes on the roles in ICT integration, learning technology by design, peers' collaboration, feedbacks in learning, professional development, and accessibility to ICT.
... The competitive situation for English language education has encouraged an expectation for future teachers who will work within K-12 schools (Bray, 2013) to integrate cutting edge technologies for the betterment of education (Almudibry, 2018;Jung, 2005) especially for the millennials who dominated the educational participation in the 21 st century education (OECD, 2015). Teacher educators of TEFL, therefore, play an important role in modeling technology integration in their instructional activities (Collins & Jung, 2003) because the way teachers are educated directly and indirectly impact future teachers' technology integration . ...
Nowadays, teachers are facing challenges teaching in digital age. Little has been published about the impact of teacher educators' support to prepare future teachers in integrating ICT into instruction, especially in teaching English as a foreign language (TEFL). This study aims to elaborate both the ICT characteristics of EFL teacher educators in line with their attitudes towards ICT and their ICT competencies as well as the support they have in pre-service teacher training programs (PTTPs). This sequential explanatory study involved 138 teacher educators as survey respondents and seven of them as interview informants from three higher institutions in Indonesia. Results indicate positive attitudes towards ICT and inform medium level ICT competency of the teacher educators. In addition, less effective in ICT integration into classroom teaching was also revealed. Qualitative findings inform seven themes; role models, attitudes on the roles in ICT integration, learning technology by design, peers' collaboration, feedbacks in learning, professional development, and accessibility to ICT.
Introduction
The study aims to present the potential benefits and challenges of incorporating communication technology (CT), namely synchronous computer-mediated communication (SCMC) (e.g., Zoom Video Communications), computer-mediated communication (CMC) (e.g., WhatsApp), and social networking sites (SNS) (e.g., Instagram) into the tertiary classroom based on the honest account of four English as a Second Language (ESL) teachers during the pandemic. The authors intend to explore the efficacy of SCMC in lowering language anxiety and in fostering closer teacher–student relationship as suggested by the previous literature (Abraham in Comput Assist Lang Learn 21:199–226, 2008; Aristika and Juandi in Emerg Sci J 5:443–456, 2021; Darhower in Synchronous computer-mediated communication in the intermediate foreign language class: a sociocultural case study, University of Pittsburgh, 2000; Hagenauer and Volet in Oxf Rev Educ 40:370–388, 2014).
Method
Qualitative data collected from the authors’ teaching reflections over a 13-week period were analyzed from a third-person perspective. The above collaborative autoethnography (CAE) approach was adopted in face of the then difficulties in data collection given factors such as social-distancing during the pandemic. The authors selected and agreed on the key observations, feelings, and anecdotes worth-examining in their first-time online teaching experience at informal group interviews facilitated by SCMC.
Findings
It was identified by the authors that learners’ text-based production in the target language increased possibly due to the novelty of online learning platforms, lower affective variables, and a closer teacher–student relationship fostered by teachers’ increased self-disclosure and the reduced formality in communication technology. Despite the above potential benefits of CT in ESL, challenges, such as an increasingly blurred teacher–student professional distance, students’ increased code-mixed production in their L1 and L2, and the resultant ‘teacher burnout’ due to the obscured concept of standard office hours, were observed. The incorporation of CT into English Language Teaching (ELT) is desirable for its potential benefits in the affective domain of both teachers and students. However, it is recommended that teachers should establish guidelines in the use of CMC and SNSs both inside and outside class to avoid boundary and privacy issues as well as deviation from the initial lesson objectives.
ResearchGate has not been able to resolve any references for this publication.