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Exposure to netflix enhances listening effort and learning motivation among MICE learners
... Meanwhile, the average teaching experience is 3.2 years. The indicators in data collection consist of time allocation (Xu, Li, & Li, 2023), timeliness (Feng, Zhang, Yin, & Wang, 2025;Guo, Yang, Farizan, & Samsudin, 2024) (Tsai, Wu, & Chen, 2024;Wei, Saab, & Admiraal, 2023). The time allocation indicator has an average value of 3.5. ...
This community service that aims to improve teachers' ability to use technology in Special School PGRI Kamal. In the initial observation, the results were obtained that there were various challenges faced by the teacher council at Special School PGRI Kamal in the implementation of learning for students with special needs such as the deaf and speech-impaired. The limited number of teachers which causes an additional workload for teachers. Community service activities are needed by providing workshops. The workshop activities held included the use of audio, visual, and audiovisual media which were carried out offline. The workshop held in this service program is expected to improve teachers' skills in the use of digital media platforms to support learning activities
... The effectiveness of this relationship is reflected in the institutions' ability to meet stakeholders' expectations, advance research and innovation, ensure employment opportunities, and contribute to the economic and social well-being of the country. Addressing the issue of quality, sustainability in the education system emerges as a crucial concern, achieved through sustainable models and operations [13]. This area presents a promising field of research that quantitatively models educational administration, incorporating economic objectives while equally emphasizing sustainability in the environmental and social context. ...
As the digital age propels forward, the engagement of learners within these hybrid settings becomes increasingly critical to their academic success and overall retention rates. The effective integration of Educational Data Mining (EDM) and Learning Analytics (LA) emerges as a paramount strategy in understanding and optimizing learner engagement and academic progression. This study presents a pioneering model that integrates blended learning and learner engagement through the application of Educational Data Mining (EDM) and Learning Analytics (LA) in higher education institutions. By employing advanced data analytics techniques, including a hybrid boosting classifier, the research identifies critical factors influencing student academic progression and retention rates. The analysis of an extensive dataset covering various aspects of learner engagement-such as technology usage, instructor interaction, and feedback quality-reveals significant insights. These insights enable the prediction of student outcomes, offering a novel approach to enhance educational delivery and support mechanisms. The findings highlight the potential of machine learning models in transforming educational strategies and fostering a deeper understanding of student engagement within blended learning environments.
... The impetus for this research stems from several critical needs and gaps in our current understanding that have surfaced over recent years.This research is needed for several reasons, among others: 1. Systematic Method Needs (Doumas & Avery, 2024) : Computer Networking courses involve complex concepts and practices, requiring a methodical approach to teaching that can facilitate students' deep understanding. The Waterfall method, with its linear and systematic structure, offers a framework that can clarify the learning process from the planning stage to evaluation. 2. Curriculum Improvement (Tsai et al., 2024) : By applying the Waterfall method, this research aims to improve the curriculum and teaching methods of Computer Networks, ensuring that the material is delivered effectively, and learning is well structured to meet educational and professional needs. 3. Evaluation and Quality Improvement (Alfredo et al., 2024) : This research can provide empirical data regarding the effectiveness of the Waterfall method in an educational context, helping educational institutions evaluate and improve the quality of the learning process.n. 4. Industrial Readiness (Imjai et al., 2024) : Given the importance of Computer Networking skills in the information technology industry, improving the quality of learning in this course will better prepare students to meet the demands of the job market. ...
This research aims to improve the learning quality of Computer Network course through the implementation of Waterfall method in the development of learning model. Waterfall method, with its focus on systematic and sequential approach in software development, is adapted to design and implement effective learning structure. This study uses qualitative research design with data collection through observation, interview, and documentation. Data analysis was conducted using content analysis method to evaluate the effectiveness of Waterfall-based learning model implementation. The results show that the implementation of Waterfall method facilitates structured planning, systematic development of learning materials, and continuous evaluation, which overall contribute to the improvement of learning quality. The developed learning model encourages students' active participation and improves the understanding of key concepts in Computer Networking. This research confirms that the Waterfall method can be effectively used outside the context of software development, particularly in improving the quality of learning in the academic field.
In an increasingly competitive streaming landscape, Netflix faces the imperative to adapt its digital marketing strategy for long-term success beyond binge-watching. Challenges include fragmented audience attention, differentiation amidst competition, optimizing marketing ROI, and evolving consumer behavior. To thrive, Netflix must invest in original content, harness data-driven insights, cultivate strategic partnerships, and adapt to changing consumer preferences. By prioritizing subscriber engagement and retention, balancing acquisition efforts, and leveraging emerging technologies, Netflix can maintain its market leadership position and sustain growth. This case study explores key challenges and strategies for Netflix's digital marketing evolution, providing insights for marketing professionals and industry observers navigating the dynamic streaming landscape.
Nowadays, social media is not only a platform for traditional use but also a platform for learning, including Tik Tok. It has a wide range of English learning accounts. These content creators are from all over the world. In addition, different content creators have different aspects they focus on. This paper reviews the New oriental education group (i.e., Xin Dongfang), which was once one of China's largest private tutoring firms. It is the first choice for most students who want to learn English. However, Beijing enforced the Double Reduction Policy on private education that barred tutoring for profit. Then, they start their E-commerce business with English learning. The New Oriental host, after promoting a set deal for steaks, pulls out a small whiteboard where he writes words including "steak" and "seasoning" in English, explaining how to use them in sentences before encouraging viewers to buy. This live room revolutionized traditional English learning, which will provide inspiration for future teachers.
The development of technologies has revolutionized English language communication competence. Social media have swept the world within a short period of time. Teenagers are inevitably enthralled at all ages. Since TikTok is the most popular social application inside and outside China, supplying many English-speaking short videos benefits learning English as the Foreign Language (EFL)students by improving their sensitivity to English. This paper utilizes a questionnaire to investigate the effectiveness of applying TikTok to oral English learning from student’s point of view. The expected findings show students are eager to improve their competence in speaking English. Meanwhile, students categorize the existing problems of oral English education into three kinds: Pedagogy, teaching materials, and pronunciation. More than 70% of students think taking advantage of TikTok helps settle these existing problems. Therefore, teachers are suggested to combine useful short videos on TikTok with the speaking missions in English-speaking classes.
In this article we propose the pedagogical model bridging activities to address advanced foreign language proficiency in the context of existing and emerging internet communication and information tools and communities. The article begins by establishing the need for language and genre-focused activities at the advanced level that attend to the shifting social practices and emerging literacies associated with digital media. Grounded in principles of language awareness and the concept of multiliteracies, the bridging activities model centers on guided exploration and analysis of student selected or created digital vernacular texts originating in Web 2.0 and other technologies/practices such as instant messaging and synchronous chat, blogs and wikis, remixing, and multiplayer online gaming. Application of the model includes an iterative implementation cycle of observation and collection, guided exploration and analysis, and creation and participation. In sum, the bridging activities approach is designed to enhance engagement and relevance through the incorporation of students' digital-vernacular expertise, experience, and curiosity, coupled with instructor guidance at the level of semiotic form to explore interactional features, discourse-level grammar, and genre. The ultimate goal is to foster critical awareness of the anatomy and functional organization of a wide range of communicative practices relating to both digital and analogue textual conventions.
This study investigated the effects of metacognitive listening strategy instruction (MLSI) and learners’ locus of control orientation on the listening comprehension of EFL learners. 100 EFL students at the University of Zanjan and Imam Khomeini International University of Qazvin were randomly chosen. The participants were randomly assigned to an experimental group ( N = 50) and a control group ( N = 50). The experimental group received 10 weeks of treatment including 10 sessions of metacognitive listening strategy training. Both groups took the Metacognitive Awareness Listening Questionnaire and Rotter’s Internal-External Locus of Control Scale before the treatment sessions. Then, they took the listening pre-test and after the treatment, the listening post-test was administered and the required data was obtained. The findings revealed that MLSI had a significant impact on the learners’ listening comprehension for the learners with internal LoC; However, external LoC did not have any significant moderating effect on listening comprehension ability. Pedagogical implications are suggested for an EFL teaching/learning context.
This study investigated the effectiveness of using YouTube teaching materials with peer support on students’ mastery of subject content learning, motivation, obstacles, and benefits they acquired in learning through this media. This study involved 60 undergraduate students attending the English Language Teaching Method Course (ELTMC) at a university in Banda Aceh, Indonesia. The study used mixed methods: quantitative and qualitative. A quasi-experimental with pre-test and post-test design was used to see the effectiveness of using YouTube teaching materials with peer support and without peer support on students’ mastery of the course. The instruments used to collect the data were tests and an open-ended questionnaire. The findings revealed that using YouTube teaching materials with peer support significantly improved students’ mastery of the subject content of ELTMC compared to those without peer support. The study also reported that only 13 of 30 students had problems learning the subject via the media in the experimental group with peer support. The problems were the speed of speaking by the native speakers, lengthy videos, different English accents that were difficult to absorb, and unclear video sounds. Meanwhile, the benefits include the presence of the native speakers in the videos who are creative and accurate in the language being learned (i.e., English), the joy and positive challenges they got from watching the videos and having discussions afterward with peers. The availability of peer assistance enabled students to comprehend the teaching material delivered through actual media on YouTube on a deeper level.
One of the fundamental components of the United Nations’ sustainable development 2030 agenda is quality education. It aims to ensure inclusive and equitable quality education for all. Digital technologies have emerged as an essential tool to achieve this goal. These technologies are simple to detect emissions sources, prevent additional damage through improved energy efficiency and lower-carbon alternatives to fossil fuels, and even remove surplus greenhouse gases from the environment. Digital technologies strive to decrease or eliminate pollution and waste while increasing production and efficiency. These technologies have shown a powerful impact on the education system. The recent COVID-19 Pandemic has further institutionalised the applications of digital technologies in education. These digital technologies have made a paradigm shift in the entire education system. It is not only a knowledge provider but also a co-creator of information, a mentor, and an assessor. Technological improvements in education have made life easier for students. Instead of using pen and paper, students nowadays use various software and tools to create presentations and projects. When compared to a stack of notebooks, an iPad is relatively light. When opposed to a weighty book, surfing an E-book is easier. These methods aid in increasing interest in research. This paper is brief about the need for digital technologies in education and discusses major applications and challenges in education.
European learners of English are increasingly using this language recreationally, which is referred to as Extramural English (henceforth EE). The level of EE use in a given country might be reflected in English Language Teaching (ELT) practices. Yet, no research so far has examined cross-nationally what potential for language learning teachers perceive in their learners’ EE engagement and how this relates to ELT practices. To address this gap, the present study draws on interview data from lower secondary English teachers from Austria, France, and Sweden (n = 20). They were enquired about (1) their students’ EE engagement and its effects on learning, (2) their accuracy and fluency teaching methods, and (3) the perceived link between EE and ELT. Swedish teachers seemed to have a more positive and fine-grained conceptualization of the impact of EE on learning than Austrian and French participants, especially in terms of grammar acquisition. The implicit learning environment that Swedish students encounter extramurally might extend to the classroom, where the use of explicit grammar rules occurs less dominantly than in the Austrian and French samples. The countries converged in the type of fluency-based instruction they reported. Gaps in language areas not (fully) developed through EE seem to be more intentionally addressed in ELT in Sweden.
Purpose
The study aims to probe into university instructors' reactions to adopting the remote online learning model brought by the coronavirus disease 2019 (COVID-19) pandemic. The study investigates the instructors' perspectives, in the humanities and science classes, on the effectiveness of the emergency remote teaching (ERT) compared to face-to-face teaching.
Design/methodology/approach
The data for the study were compiled from the responses of 127 instructors representing two private universities in middle and northern Jordan. The sample included 66 faculty members in the humanities and 61 in the sciences. The instructors' responses were elicited through a Likert-type questionnaire consisting of 20 items.
Findings
The present study's findings have shown that online instruction is becoming more common despite the presence of some major challenges facing instructors. The results showed that the e-learning system seems to better suit the humanities courses compared to the sciences courses. The findings also showed that faculty members in the humanities are more satisfied with the effectiveness of the assessment tools utilized in the online courses than their colleagues in the sciences. In addition, humanities e-courses seem to provide a more interactive learning environment than e-courses in the sciences.
Practical implications
More training for instructors on how to design online course syllabi to ensure effective delivery is needed. Instructors need to develop ways to encourage students to interact in virtual e-classes to the same level as the on-ground classes. Instructors also need to adopt the “blended learning” system as a transitional stage before switching completely to online learning.
Originality/value
Different studies have investigated how COVID-19 has impacted education. The current study brings to light the perspectives of the Jordanian teaching staff on transitioning to ERT during the COVID-19 crisis taking into account the differences between humanities and sciences classes.
The ubiquitous nature of social media (SM) makes it a very essential tool to use in the world of education, especially with the advent of the COVID-19 pandemic which has led to a paradigm shift in the approaches used in the teaching and learning of English language skills. This review focuses on the use of social media as a medium of instruction to aid the acquisition of speaking skills, which many learners find extremely challenging and inhibiting. Thus, this systematic review investigates the integration of social media in the teaching and learning of speaking skills. To ensure the systematic analysis of the selected articles, Preferred Reporting Items for Systematic review and Meta-Analyses (PRISMA) 2020 guidelines were utilized. A total of 36 peer-reviewed journal articles from the year 2016 to 2021 were accessed from two databases: ERIC and Google Scholar. Prior to the start of the review, an inclusion and exclusion criteria selection process was conducted to ensure the focus of the review. Overall, the articles reviewed presented the claim that the integration of social media is seen as a positive inclusion for the teaching of speaking skills using various social media applications. Findings reveal that there are improvements in speaking skills, as well as confidence to speak and a decline in speaking anxiety. Teachers and educators can now make use of the various social media platforms such as Telegram, Facebook, WhatsApp, and others to provide learners with more practice that is not only restricted to the classroom but has moved beyond it.
The music industry has undergone tremendous changes in relation to its production, distribution, and consumption habits due to the exponential development of new technologies, namely streaming platforms. The fact that sales of physical copies continue to decline significantly made it mandatory for this industry to reinvent itself by introducing music streaming services as a key part of its business development. This study aims to understand the factors that influence music consumption through streaming platforms, particularly studying the intention to adopt premium (paid) versions of a music streaming service and recommend them. An extension of the UTAUT2 model (version of the Unified Theory of Acceptance and Use of Technology, applied to the consumer side) was created. Based on data collected from 324 music streaming services users, the framework of this study was tested using structural equation modelling (SEM). Research also included in-depth semi-structured interviews in order to generate a more profound knowledge about the profile, behaviours and motivations of the new music consumer. Our findings confirm that habit, performance expectancy and price value play the most important role in influencing the intention to use a paid music streaming service. Simultaneously, new dimensions such as personalisation, attitude towards piracy and perceived freemium-premium fit arise as having an additional relevant role in adopting this type of service. The research contributes insights into music streaming services consumer behaviour, providing several theoretical and practical implications to music streaming services providers.
While the use of dual subtitles (concurrent L1 subtitles and L2 captions) has been studied in L2 research, more studies are needed to better understand the impact that this on-screen textual aid can have on vocabulary learning and comprehension. Therefore, this study explored if there were significant differences in vocabulary learning and listening comprehension between EFL students who watched L2 videos with L1 subtitles, L2 captions, and dual subtitles. Participants (N=96) were quasi-randomly divided into three equal groups (n=32) under each on-screen textual aid condition and viewed an episode from a sitcom through Netflix. Pre-and post-tests were administered to measure gains in vocabulary learning at two different levels among 20 target words that appeared in the episode. A 15-item listening comprehension test was also administered post-viewing to determine if there were significant differences in comprehension. Results indicated that the L1 subtitles and dual subtitles groups performed better than the L2 captions group in terms of vocabulary learning, whereas the participants who viewed the episode with dual subtitles did significantly better than the other two groups in listening comprehension. These findings suggest that L1 subtitles, either alone or with L2 captions, are key to supporting vocabulary learning and comprehension of video.
This study examines the effectiveness of using YouTube videos in teaching the speaking skills among English as a Foreign Language (EFL) students in Jordan. The study sample comprised 80 students attending Oral Skills classes in the English Language and Literature Department at a private university in Jordan. The participants were equally divided into a control group and an experimental group of 40 students each. The experimental group was taught through the use of YouTube videos, while the control group was taught the speaking skills using the traditional approach. A pre-test and a post-test were administered to the two groups. Four TEFL experts were asked to rate the participants’ performance using the IELTS speaking band descriptors, which consist of four main categories: fluency & coherence, lexical resource, grammatical range & accuracy, and pronunciation. The findings showed that the performance of the two groups was improved. However, compared to the traditional group, the experimental group demonstrated a relatively better improvement. The results also showed significant progress in the speaking performance of the students subjected to the YouTube experiment. Of all the four constructs under investigation, pronunciation and fluency & coherence were the most noticeably advanced in the performance of the YouTube experimental group. The present study recommends that YouTube videos be embedded into the EFL classroom to improve students' speaking skills.
This article introduces the concept of intra-formal learning. Building on approaches to extended learning (in reading, listening and viewing) it suggests that instead of extending learning from formal into personal learning spaces, learners should be encouraged to draw on informal learning experiences to extend learning opportunities in formal settings. The concept is illustrated through extended viewing. With the emergence of Netflix as a global provider of international and multi-lingual TV, language learners have unprecedented access to second language video. Mainstream media has picked up on the opportunities of this resource for language learning, as have many informal language learners who share their experiences on social media. The pilot study presented in this article examines the viewing behaviour of 12 intermediate German language students who engaged in out-of-class viewing of self-selected German TV series over a period of three weeks. Drawing parallels between principles of extensive learning and emerging patterns from the data analysis of the participants’ reflective blog entries, the findings suggest that the principles of variety and frequency apply similarly to extensive and intra-formal learning, and that appropriate use of learning strategies develop through reflective viewing.
Social media, and especially popular youth-focused platforms like TikTok, can offer a valuable window into youth experiences, including their perceptions of online learning. Building on a large-scale thematic analysis of 1,930 TikTok videos posted in March-June 2020, this study examines how young people shared their experiences of online learning during the COVID-19 pandemic. Findings indicate that youth portrayed online coursework as overwhelming and relentless against the traumatic background of the pandemic. They sought support, empathy, and authenticity from teachers, and both received and provided emotional and educational support to peers on the platform. Students’ home contexts emerged as particularly salient, making visible the intersections between young people’s home, school and social lives. By facilitating a grounded, bottom-up understanding of students’ experiences and perceptions—shared in their preferred spaces and modes of expression—this research stresses the need to attend to youth perspectives to craft more equitable and empowering educational futures.
As the number of mobile and Internet users increases around the world, the consumption of video content continues to grow exponentially among people, as well as businesses. However, for these platforms to offer their services at a low to no cost, they have to experiment with different business models, looking for profitability and economic balance without charging their users. In this paper, we will describe and discuss the business model of a video sharing platform that became a worldwide phenomenon only three years after its launch, from raising billions of dollars from notorious investors — e.g. SoftBank Group, Tiger Global Management — to generating exorbitant revenues, this video application was very innovative and versatile at making money and generating revenues. The main goal of this study is to understand how video sharing platforms monetize their business, especially if most of its services are free for its users. The paper highlights all the steps of a business model, using the “TikTok” application as the case study of a successful model. We found that video-sharing applications need to incorporate new ways of monetizing their businesses that they are very versatile, they do not rely solely on advertising and that they are experimenting with various models, e.g. paid subscriptions and in-app purchases.
Netflix, which has been increasing in popularity during recent years and has millions of viewers, is an international platform since it has multicultural films and their translations. Due to the content of TV series, films, documentaries, and various programs on Netflix, it appeals to the young and adult audiences and besides, offers unique options for children. This study aims to argue that the programs on Netflix are supportive, especially in learning and supporting a second foreign language. Second foreign language learning methods and language competence topics constitute the theoretical background. As a general theme, using videos, and movies in learning and developing foreign language is taken as a basis. Within the scope of this research, a questionnaire consisting of 8 questions to analyse the Netflix programs was used and given to a sample of 150 students studying translation in the English-Turkish language pair. These students are Netflix programs' audiences. The data obtained from the questionnaire has been analysed with the descriptive analysis method and a general situation assessment has been received concerning whether Netflix could help improve foreign language competence. As a result of this research, it has been determined that Netflix programs as a video-film category may contribute to the development of the second language. Thus, by using it in a controlled manner, Netflix may contribute to foreign language competence.
The chapter examines the impact and role of technology on tourism curriculum, pedagogy and assessment. The chapter starts by considering the importance of technology as a content area in the tourism curriculum. The discussion explores contemporary applications of technologies such as simulations, Massive Open Online Courses (MOOCs) and mobile learning and their impact on pedagogy. The discussion of assessment practice considers how technologies have provided learners and educators with new tools for assuring and verifying learning gains. Challenges, benefits and future directions are highlighted throughout the chapter. Key themes across the chapter are brought together in the form of a future research agenda for educators and researchers. It is hoped that this chapter will help tourism academics and educators to make informed decisions about the adoption and integration of contemporary educational technologies in their own courses and institutions.
A dataset was compiled to examine the psychosomatic impact of COVID-19’s e-learning digital tools on Jordanian university students’ well-being. In response to the state of emergency imposed by COVID-19, Jordanian universities switched to the online learning model as an alternative to traditional face-to-face education. The researchers designed a questionnaire that consists of two main sections; the first section included demographic information including gender, level/year, age, and cumulative average (GPA). The second section comprised five main constructs: (1) use of digital tools (mobile phone, laptop, i-pad) before and after COVID-19, (2) sleeping habits before and after COVID-19, (3) social interaction, (4) psychological state, and (5) academic performance. The researchers contacted different instructors teaching compulsory courses at four public and private universities and asked them to distribute the electronic questionnaire. Using the snowball sampling method, the questionnaire was delivered to students studying at the selected universities, and a total of 775 responses was received. The data were analyzed according to Likert's five-point scale, where frequencies and percentages were calculated. The data will be useful for researchers interested in studying the relationship between the e-learning model and psychosomatic disorders. Policymakers can use the data to identify university students’ emotional and psychological needs and propose practical solutions for their educational well-being.
This study examines the effects of an English vocabulary video on second language vocabulary learning by English as a foreign language (EFL) learners. The conceptual framework is underpinned by Mayer’s (2005) Cognitive Theory of Multimedia Learning. The participants were 25 undergraduate students studying at a Thai university. To collect data, five types of research instruments were utilized including a survey of English vocabulary knowledge, pre-test, post-test, the English vocabulary video, and a questionnaire. The findings of this study revealed an increase in the post-test scores after the Thai EFL learners engaged in learning second language (L2) vocabulary using an English vocabulary video. Moreover, the findings also uncovered that the EFL learners gained L2 vocabulary knowledge after viewing the video containing first language (L1) and L2 captions, images, and L2 audios which are relevant to the target words. Furthermore, the results revealed that the EFL students preferred learning L2 vocabulary via video containing both L1 and L2 captions, interesting and related images, and the proper volume of audios. Therefore, the significant findings of this study lead to theoretical and pedagogical implications regarding the significant role of multimedia learning in terms of the links between visual and auditory information.
p class="abstrak">The purpose of this study was to find out if the ability to speak English effectively by 10th graders at SMA IT Rahmaniya was improved by using YouTube. This paper focused on implementing YouTube as a method for teaching speaking that is different, interesting, and fun, while creating a classroom atmosphere that is comfortable and increases students’ enthusiasm for learning. This paper used the qualitative descriptive method as the method of research. The result of using YouTube was very effective because it allowed students to speak with more confidence and expression. They also did not have to worry about the phrases they used when speaking because they were able to see how foreigners speak English properly and correctly.
BAHASA INDONESIA ABSTRAK: Tujuan dari penelitian ini adalah untuk mengetahui peningkatan ketermapilan berbicara bahasa inggris secara efektif dengan memanfaatkan media YouTube di SMA IT Rahmaniyah, untuk kelas X. Penelitian berfokus pada implementasi Youtube untuk pengajaran berbicara yang berbeda, menarik, menyenangkan, menjadikan suasana dikelas nyaman dan meningkatkan semangat belajar untuk siswa kelas X SMA. Penelitian ini menggunakan metode kualitatif deskriptif. Hasil dari penggunaan media YouTube selama pembelajaran di kelas sangat efektif, karena siswa berbicara dengan percaya diri dan lebih berekspresif. Siswa juga tidak perlu khawatir mengenai frasa yang mereka gunakan ketika berbicara bahasa inggris, karena mereka sudah melihat bagaimana orang asing berbicara bahasa inggris dengan baik dan benar.</p
Implementation science is focused on maximizing the adoption, appropriate use, and sustainability of effective clinical practices in real world clinical settings. Many implementation science questions can be feasibly answered by fully experimental designs, typically in the form of randomized controlled trials (RCTs). Implementation-focused RCTs, however, usually differ from traditional efficacy- or effectiveness-oriented RCTs on key parameters. Other implementation science questions are more suited to quasi-experimental designs, which are intended to estimate the effect of an intervention in the absence of randomization. These designs include pre-post designs with a non-equivalent control group, interrupted time series (ITS), and stepped wedges, the last of which require all participants to receive the intervention, but in a staggered fashion. In this article we review the use of experimental designs in implementation science, including recent methodological advances for implementation studies. We also review the use of quasi-experimental designs in implementation science, and discuss the strengths and weaknesses of these approaches. This article is therefore meant to be a practical guide for researchers who are interested in selecting the most appropriate study design to answer relevant implementation science questions, and thereby increase the rate at which effective clinical practices are adopted, spread, and sustained.
The study aims to find out the effects of authentic video materials on foreign language listening skill and foreign language listening anxiety of students studying at different levels of English proficiency. The experimental practices of the research designed as pretest-posttest true experimental design with control group have been conducted on two experimental and two control groups. While the independent variables of the study are authentic videos and English proficiency levels, the dependent variables are English listening academic achievement levels and English listening anxiety levels of the students. The participants of the research consisted of 100 randomly selected students, who have A1 and B1 levels of English proficiency, studying English preparatory program at the school of foreign languages at a state university. Data collection tools utilized in the study are Key English Test (KET) and Foreign Language Listening Anxiety Scale (FOLLAS). The statistical analysis of the research data was carried out by using descriptive statistics, independent samples t-tests, effect size tests and correlation analysis. Findings show that authentic video materials reflecting the real language and communication samples, have highly effective results on the development of English listening skills and lowering the foreign language listening anxiety of students who have A1 and B1 levels of English proficiency. On the other hand, as students' language proficiency improves, the impact of authentic videos increases. Finally, when it is compared to control groups, values obtained by the analysis reveal that there is a much stronger correlation among the development of listening, reading, writing and speaking language skills of experimental group students whose English listening skills have improved by using authentic videos.
The evolving video viewing habits of consumers combined with advances in mobile technology have resulted in the growth of video on demand (VOD) services. While these video streaming services potentially offer several benefits for L2 learners, little is known about them in the context of language learning. Thus, this study fills this gap in the literature by examining EFL students’ views of Netflix, the leading provider of subscription VOD. The study also investigates the extent to which EFL learners use Netflix for L2 learning and the means by which they access the service. Nine Japanese EFL students participated in the study and were given three months to use Netflix. The participants were then interviewed to obtain their opinions of the video streaming service. Four themes were extracted from the interview data: (1) enhanced learning effectiveness, (2) increased L2 motivation, (3) better access to L2 knowledge, and (4) hindered convenience. It was also found that the learners watched primarily through mobiles devices rather than PCs, and viewed more L2 titles than L1 programming. These results illustrate that subscription VOD has the potential to foster L2 learning and underscore the necessity for more research into their use for language learning.
Through the analytical lens of activity theory (Leontiev, 1978, Lantolf & Thorne, 2006), the present study investigates the uptake of affordances for language learning by young (ages 7-11) Danish children (N = 15) in their engagement with English language media in the digital wild. Drawing on ethnographic interviews (Spradley, 1979), during which the participants engaged in online English language activities (e.g., gaming, snapchatting, etc.), the study shows that most of the participants were motivated in their engagement with English by social and higher cognitive motives (Lompscher, 1999). They engaged substantially with affordances for language learning (i.e., deliberately chose English-language content over Danish), engaged in chats, and read and listened to online content. Some, on the other hand, were found to be motivated by lower cognitive motives, resulting in less engagement with the affordances. The study also found a substantial difference between perceptions of English in and outside school. The study adds new insights to an under-researched area, while giving voice to young users of English, as called for by Ushioda (2008, p. 29).
Listening is not as easy as people think, particularly when the English language has status as a foreign language that is different from a second language as well as first language. For many reasons, foreign language learners find it difficult to listen to English. Although some language learners find it easy to comprehend listening, there are still more learners who have got difficulties in listening than others who do not. There must be some factors that hinder listeners to do it well. Although listening is categorized as a receptive skill, it is an active process. Listeners have to focus on what they are hearing since this involves many mental processes. If a question is asked ‘how many people in a foreign language setting are able to listen very well?’. For the first sight, the answer is not many. However, when a lot of trainings are conducted, the answer will be different. This study documents some reasons why students have got difficulties in listening in English in order that some assistance to help the learners of English can be provided in strategic ways.
Key-Words: listening, difficult, foreign language
The rapid advancement of technologies is irrefutable with the emergence of the 4th Industrial Revolution. Various industries have employed technologies in aiding their daily tasks, including the educational field. In Malaysia, the Ministry of Education proposed the integration of technology in the classroom. However, with the rising of technologies, graduates lack the soft skills and English language proficiency for the 21st-century jobs. To further curb the problem, Augmented Reality Game (ARG) is recommended for ESL classroom. Thus, this paper aims to identify the 21st-century skills enhanced through ARG and find out the benefits of ARG in English as a Second Language (ESL) learning. Based on the reviews of previous studies, it can be summed up that ARG can enhance the 21st-century skills, which are collaboration, communication, critical thinking and problem solving and at the same time, improves the English language of students. Additionally, motivation and Personal Learning Environment (PLE) are some of the contributing factors for the success of ARG. Therefore, to enhance the 21st-century skills in students, technological tools, such as ARG is deemed to be beneficial.
The use of social media in teaching has also revolutionized the way learning takes place. At higher education levels, measures have already been taken in incorporating the use of social media for learning purposes especially in the teaching of language. However, at secondary school levels, educators are still having doubts about using social media due to multiple issues. Thus, this study was conducted to investigate the perceptions of secondary school students and a teacher in Malaysia on the use of Google+ towards the teaching of ESL writing skills. A case study method was adopted to carry out this research. 12 students from a class of form four secondary school students volunteered to participate in this study. Data were collected through focus group interview on the students and an individual interview with the class teacher and field notes. The overall findings of the study are that participants had positive perceptions on the usage of Google+ towards ESL writing. They gained a number of benefits, which include: having enjoyable and attentive lessons through the interactive features of Google+, as well as engaging themselves in an active and interesting lesson. The participants felt that they were having a sense of purpose, thus becoming more engaged in the writing tasks. As for interaction, the participants were interacting more confidently in Google+ writing classes compared to conventional writing lessons. The implication derived from this study is that teachers need to be made aware of how to integrate social media as learning tools in the teaching of English as a Second Language (ESL), particularly, in the teaching of ESL writing to upper secondary school students.
The fact that technology plays a much larger role in the digital era than it did for previous generations has made today’s generation having a high level of technological literacy. The increase in this literacy coupled with recent technological advances has led to the expansion of technology in education. From the millennial to Gen-Z, these are the generations that are coming into the classroom today and they share unique characteristics that define their generations. These generations expect to be engaged in their learning and they do not do well being passive learners. Hence, technology has to be embraced in today’s education and teachers have to apply technology as part of the students learning. This paper reviews the generations of learners that teachers are having today and how these generations impacted the transformation of education in the digital era. This paper also presents some of the emerging technologies and discusses the needs of pedagogical transformation to invent new forms of teaching and learning as well as the importance of redesigning and rethinking education in the digital era.
One way experiential learning can be experienced in a public relations program is through the launching of a public relations student-run agency. This study focuses on a strong example of a student-run PR agency that was launched in a small program on a private university campus. Findings from this case study suggest that student-run agencies can effectively be launched, even with limited resources, to strategically meet program-learning outcomes. Additionally, benefits of student-run agencies include increased prominence of the program within the community, which can provide more internship and networking opportunities for students, as well as stronger pre-professional preparation for students who participate in student-run agencies.
English pronunciation instruction is difficult for some reasons. Teachers are left without clear guidelines and are faced with contradictory practices for pronunciation instruction. There is no well-established systematic method of deciding what to teach, when, and how to do it. As a result of these problems, pronunciation instruction is less important and teachers are not very comfortable in teaching pronunciation in their classes. This paper reviews some of the important issues of English pronunciation instruction. The aims of this paper are to define the term pronunciation, discuss the goal of pronunciation instruction, explain the importance of pronunciation instruction, elaborate the role of teachers in teaching pronunciation, and finally mention some suggestions in helping teachers to improve learners’ pronunciation. The review of literature shows that if teachers want to teach pronunciation accurately they should be trained in pronunciation instruction.
The present paper shares a learning and teaching experience built on a project-based methodology using Instagram accounts to improve technical vocabulary in the ESP classroom. Participants were 75 undergraduate sports science students who attended our English for Professional and Academic Communication ESP course at the Universidad Politécnica de Madrid (Spain) and participated in the project during the spring semester of 2022. To achieve our objective, the participants were divided into 16 self-arranged groups, each expected to develop a fitness project based on Instagram accounts. At the end of the experience, participants were invited to complete an ad hoc designed questionnaire giving their opinion about the use of Instagram accounts as a learning tool to acquire specific vocabulary in the field of sports science. The learners reported high positive perceptions towards using Instagram to develop technical vocabulary. This paper recommends observing quality standards when integrating Instagram content into English for Specific Purposes (ESP) courses.
This study examines creative uses of emerging image-based social media for informal language learning. Adopting the ecological concept of affordances, it investigates new technological features on Instagram and TikTok and how they are utilised as resources for language learning. Using public data of Instagram photo/video and TikTok video posts, the study is based on 200 posts from each application collected over two months. A qualitative content analysis was conducted based on four key dimensions of technological innovation: multimodality, mobility, instantaneous participation, and interactivity. The findings show how language learners’ use of the new technological features employed on the two platforms are related to these dimensions, and how they use agency and creativity to perceive affordances for language learning in features not originally designed for this purpose. The study contributes to understanding of the ways in which online informal language learning is adapting to technological innovation in new image-based social media.
This article addresses the benefits of audio-visual input for learning second language (L2) vocabulary and grammatical constructions. Specifically, it explores the role of frequency, the effects of subtitles and captions, and the mediating role of learner proficiency on language gains in two longitudinal studies. Study 1 targets vocabulary acquisition in two groups of adolescents with an elementary L2 proficiency level who view 24 episodes of a TV series spread weekly over a whole academic year, one group with subtitles (first language) and one with captions (second language). Study 2 targets grammar acquisition in two groups of university students with an intermediate proficiency level who view 10 episodes over five weeks, one group with captions and one without captions. Results of both studies show significant correlations between language gains and frequency in the input, but the size of the frequency effect appears to depend on the type of support provided by the on-screen text. The analyses also show no significant advantage of captions or subtitles for vocabulary learning at this proficiency level, a significant advantage of captions over no captions for grammatical constructions learning, as well as the significant role of proficiency. It is concluded that viewing audio-visual material leads to L2 learning and it can support learners in their preparation for study abroad and maximize their learning experience during their sojourn.
COVID-19 pandemic has had an immense impact on various aspects of life including tourism, education, and research. Educators increasingly engage with various online platforms transforming education, including YouTube. YouTube has been widely used for blended learning, online education, and for popularisation of research for several years prior to the COVID-19 outbreak. However, the use of YouTube in tourism academia has been lagging. One example is the Travel Professors YouTube channel (http://www.youtube.com/c/TravelProfessors). It provides short videos filmed on location about various tourism-related topics. It both aims to popularise tourism research and be a useful reference for in-class and online learning. The present paper provides a detailed analysis of this YouTube channel over four years combining descriptive statistics, content analysis of reviews, and the creators’ reflection. Opportunities and challenges in utilising YouTube in tourism education are demonstrated. Suggestions and recommendations for tourism academics on becoming YouTube creators are provided.
This review maps the scientific literature on social media as a language learning environment published between 2008 and 2019. Over 1,600 journals from the Scopus database were surveyed and 396 documents were analyzed using bibliometric analysis. The findings indicate that this field of interest has exponentially grown in the past 12 years and is likely to progress in the next several years. Although the scientific output is highly concentrated on the ten leading countries, the data also indicates its wide geographical distribution. As the first review to cover the 17 most popular social media platforms, the qualitative analysis of the findings of each study provided overwhelming evidence on the positive impact of social media as a language learning and teaching environment. The paper also reveals that high-profile platforms, such as Facebook, Skype, WhatsApp, and Twitter remain to attract the greatest attention from language learning scholars. This result was attributed to their multiple and flexible communication affordances, wide geographical distribution, and large number of active users. The paper concludes with implications for social media adoption and future studies.
Social media have revolutionised the way humans communicate and socialise. Education is also changing; social media are transforming educational environments, and online or blended learning are increasingly used. The COVID-19 pandemic has further accelerated this change. In this paper, we present an educational innovation where TikTok (a social media that is based on creating and sharing 15–60-s video, which has experienced a significant breakthrough during the COVID-19 pandemic) is used as a pedagogical tool. 65 Spanish sport science students participated in this study. A mixed research method was designed to analyse the effect of TikTok use on students. The SPSS 23.0 and NVivo12 software were employed to analyse the data, including the paired sample t-test. The main results indicate that the use of TikTok promotes student motivation, creates an engaging learning environment, and encourages the development of skills such as creativity and curiosity. Therefore, TikTok is recommended to be introduced as a teaching–learning tool in corporal expression courses of the sport science Bachelor's degree owing to its positive educational potential and because TikTok suits the expressive and creative content of the course through music and movement.
This paper discusses key concepts in the emerging field of technology-mediated task-based language teaching (TMTBLT) and provides a research agenda for moving this sub-field forward in a theoretically sound and data-driven way. We first define TMTBLT and discuss the importance of considering technological affordances and specific learning contexts when matching individual technologies with particular tasks. We then explore the notion of task, specifically task complexity and sequencing, and how the introduction of technology may interact and modify tasks' features. Next, we examine the use of mobile apps and social media within a task-based language teaching (TBLT) framework and highlight areas primed for exploration or in need of reconciliation. Finally, we call for TMTBLT studies to capture and evaluate learner process data. Within each area above we propose a series of specific research tasks that incrementally build on previous research in both face-to-face and technology-mediated environments, which may help us better understand how tasks and technologies intersect to promote language learning.
Most studies showing the benefits of caption-supported audio-visual input for second language (L2) learning have focused on vocabulary learning and content comprehension, and there is a dearth of research on the effects on grammar learning. The present study aims to contribute to filling this gap focusing on L2 grammar learning from a constructionist perspective of language. It reports an extensive classroom intervention in which learners viewed an original version TV series under two conditions, Captions and Non-Captions. The results demonstrated that the Captions group outperformed the Non-Captions group, and that individual differences, such as proficiency and working memory (WM) capacity, played an important role in learning grammar constructions from audio-visual input, while language aptitude had no effect on learning gains. Intermediate-level learners benefited most from the viewing intervention, suggesting that their proficiency level was optimally suited to the difficulty level of the series. WM and group interacted significantly, indicating that the group that did not have the support of captions relied more strongly on WM. This study extends the known benefits of audio-visual input for vocabulary and comprehension to the underexplored area of L2 constructions and suggests that grammar learning may need a substantial amount of exposure to this input.
Video- and voice-enabled discussion platforms have the potential to increase student engagement, leading to student success. The cloud-based discussion platform, VoiceThread, was used with undergraduate students in an online hospitality facilities management course. The findings revealed that students’ use of the audio function, both for posting their own responses and for listening to others, was a statistically significant predictor of student engagement with their classmates. The results from this mixed mode exploratory study offer theoretical implications for the CoI framework, as well as best practices for instructors interested in using VoiceThread, including discussion design and grading strategies.
This study explores the differential effects of captions and subtitles on extensive TV viewing comprehension by adolescent beginner foreign language learners, and how their comprehension is affected by factors related to the learner, preteaching of target vocabulary, the lexical coverage of the episodes, and the testing instruments. Four classes of secondary school students took part in an 8-month intervention viewing 24 episodes of a TV series, two classes with captions, and two with subtitles. One class in each language condition received explicit instruction on target vocabulary. Comprehension was assessed through multiple-choice and true-false items, which included a combination of textually explicit and inferential items. Results showed a significant advantage of subtitles over captions for content comprehension, and prior vocabulary knowledge emerged as a significant predictor—particularly in the captions condition. Comprehension scores were also mediated by test-related factors, with true-false items receiving overall more correct responses while textually explicit and inferential items scores differed according to language of the on-screen text. Lexical coverage also emerged as a significant predictor of comprehension.
This research aims to deliver how a movie can help students with their pronunciation in English speaking skill. Speaking is one of English skill that has an important role. While speaking, there is some aspect that has to pay attention to people. Pronunciation is an aspect that important in speaking skill. Pronunciation takes a significant role in speaking because it shows anything while someone speaks and other people understanding based on how someone pronounces a word. For the student who learns the English language as a foreign language should pay more attention to this area. This action is to avoid people misunderstanding of what the non-native speaker said while someone speaks in English. Therefore, it is very urgent to teach speaking to design learning activities as well as possible, and it also must be supported by various teaching media such as, movie, pictures, realia, television, etc. movie is one of the media that can help student speaking ability with improving their pronunciation skill.
Online and mobile learning resources are becoming more important in higher education as students expect more flexibility and diversity in the educational tools and resources they can access. One of these online resources is educational podcasts. Podcasts offer educators and students a unique way to convey and learn about new information related to an academic subject. Educational podcasts can be classified under different learning styles, strategies, and pedagogies, such as e-learning or hybrid learning, Constructivism, the scaffolding technique, supplemental tools, and cooperative learning. Past literature demonstrates a demand for educational podcasts from both educators and students. The purpose of this study was to perform an exploratory analysis on the use of podcasts in higher education, and to determine the effectiveness of these podcasts on enhancing student learning in a Sport Management Event and Facilities Management class. The research questions we were looking to answer are: Did the podcasts affect student learning? Did the podcasts influence student motivation? And finally, how useful were the podcasts? The results showed that the participants in this study had an overall positive learning experience from listening to the podcasts, and that students fell in between being unmotivated and moderately motivated to listen to the podcasts. The student population, overall, reported being in favor of using the podcasts. The findings from this study help reinforce previous findings about the usefulness and positive learning outcomes from the use of podcasts but highlight the need for instructors to find ways of improving student motivation to use podcasts.
The study aims to address the following research questions: Does Peer Collaboration-Based Learning motivate HTU students to perform better in their oral ability tests as compared with Traditional Teacher-Centered Learning? Do HTU students prefer Peer Collaboration-Based Learning to Traditional Teacher-Centered Learning in terms of the learning style in the classroom? Is there any significant difference between Peer Collaboration-Based Learning and Traditional Teacher-Centered Learning in terms of HTU students’ performance on oral communication ability tests in the two different classrooms?
Data collected from a survey of HTU students at National Kaohsiung University of Hospitality and Tourism consisted of an effective sample of 100. The study employed the statistical models, including T-test, ANCOVA, and Pearson Correlation, to perform the analyses. The following are the findings:
First, students became more interested in and held more positive attitude toward PCBL than those in the traditional lecture instruction in MICE courses and classroom activities. Second, PCBL had greater effects on the students’ motivation toward learning English and could be better than TTCL in terms of the enhancement of students’ positive learning motivation. Third, the overall experimental group obtained striking improvement in their oral communication in MICE activities after the PCBL, in contrast to the control group that had no effects in their English oral achievement under the traditional teaching method.
The results indicate some pedagogical implications based on students’ learning preferences and teachers’ teaching approaches and skills. Peer Collaboration-Based Learning, as Cooperative Learning, can help teachers enhance students’ oral communication ability in the circle of MICE.
Most studies focused on the advantages of cooperative language learning in enhancing students’ reading comprehension and writing ability inside the classroom. However, little research explored the relation between the Cooperative Learning and traditional language teaching based on the improvement of students’ listening and speaking abilities. The present study investigates the effect the Peer Collaboration-Based Learning on enhancing HTU Students' English oral communication proficiency exclusively. The finding justified the value of the benefits of Peer Collaboration-Based Learning in helping students enhance their oral communication ability and their performance in the field of MICE in Taiwan.
Repeated listening to English as a Foreign Language (EFL)/second language (L2) podcast has been recognized as cognitively beneficial, while it is usually perceived as boring by learners. As part of a two-year project funded by the Scientific and Technological Research Council of Turkey (TUBITAK, Grant No:113K727), the present study examined the effects of EFL-podcast length, repetitive listening and a listening aid on the listening comprehension of Turkish pre-service EFL teachers. The study was conducted using a repeated measure experimental design with 29 pre-service EFL teachers and 24 different “listening treatments”. The listening activities were delivered via Tablet PCs in Lab conditions. Qualitative data was compiled at the end of the experiment as a complement to quantitative data in order to better understand the perceived attentional and motivational factors identified during the study. Data showed that podcast length, repetitive listening and use of a listening aid had a significant impact on listening comprehension. Although repetitive listening was perceived as boring, it helped to improve comprehension and attention, and podcast topics and the use of Tablet PCs were perceived as motivating. These findings highlight the notion that using a listening aid can facilitate listening comprehension and help to reduce the number of repetitions required to achieve similar levels of comprehension.