A Case Study on Mobile-Blended Collaborative Learning in an English as a Foreign Language (EFL) Context

Avci, Hulya; Adıgüzel, Tufan

doi:10.19173/irrodl.v18i7.3261

Cited by 59 publications

(49 citation statements)

References 13 publications

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“…The results of our research contribute to the understanding of how features of adults as learners can be considered in teaching ESP at university level and what learning methods teachers may find suitable for that purpose. Our findings are in line with those obtained by a number of authors who studied the specifics of English language learning by adults (Kukulska-Hulme & Viberg, 2018;Ainoutdinova & Ainoutdinova, 2017;Vikulina & Obdalova, 2017;Cheng, 2017;Wang, 2017;Klimova, 2018;Beseghi, 2017;Avci & Adiguzel, 2017;Lavrysh, 2016;Chugai, Terenko & Ogienko, 2017;Lytovchenko, 2016a) and, in view of characteristic features of adults as learners, emphasised that language learning for adults must be flexible, interactive, meet students' personal and professional needs, provide peerand self-evaluation, active engagement and cooperation, cultural authenticity, motivation and possibilities of immediate implementation of its results into practice.…”

Section: Discussionsupporting

confidence: 92%

Teaching English for Specific Purposes to Adult Learners at University: Methods That Work

Lytovchenko

Ogienko

Sbruieva

et al. 2018

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As more and more adults in Ukraine and other countries continue to study throughout their lives and may acquire more than one qualification, the average age of students of higher education institutions is increasing, and therefore the foreign language learning at university should be organised in the same way as with working adults. In this regard, it is important to understand that a modern student is an adult learner who has a number of characteristic features that distinguish him/her from a child as a learner and thus should be considered in the learning process. In our article, based on the practical experience of English language teachers of the

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Section: Discussionsupporting

confidence: 92%

Teaching English for Specific Purposes to Adult Learners at University: Methods That Work

Lytovchenko

Ogienko

Sbruieva

et al. 2018

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“…In recent years, teacher-student communication via social networking sites has extended their connection beyond school's space and time boundaries (Forkosh-Baruch et al, 2015). Mostly, they do so for reasons of convenience (Avci & Adiguzel, 2017), but this type of communication is not without challenges and dilemmas (Asterhan & Rosenberg, 2015;Rosenberg & Asterhan, 2018). Which brings us to the second important aspect: teachers who use WhatsApp for communicating with their students, do so despite the fact that it is prohibited by the Israeli Ministry of Education, as was detailed in the Introduction section.…”

Section: Discussionmentioning

confidence: 99%

WhatsApp is the Message: Out-of-Class Communication, Student-Teacher Relationship, and Classroom Environment

2019

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Aim/PurposeTo study associations between elementary-, middle-and high-school students' perceptions of classroom environment and student-teacher relationship and their out-of-class communication practices via WhatsApp app. BackgroundCommunication between students and teachers is usually extended beyond the classroom's time and space. This communication, referred to as out-of-class communication (OCC), may impact students' academic, social, and emotional development. Today, OCC is facilitated via social media and instant messaging services, which may have impact on its nature. MethodologyMethodology was quantitative in nature. Data was collected using an online questionnaire (implemented on Google Forms, http://forms.google.com , during June-July 2016. Participants (n=300), from 5th-12th grades (11-18 years old), were recruited in schools in a few Arab villages in northern Israel, with the assistance of their teachers. ContributionThe present study expands the growing body of knowledge about studentteacher communication via online social networks, specifically regarding out-ofclass communication. We identify the unique aspects of WhatsApp-based outof-class communication, which shed light on student-teacher relationship at large. Findings from this study may assist educators (while in training and/or professional development programs) to reflect upon their own educational agenda and to check if and how they and their students can benefit from OCC.WhatsApp is the Message 74Findings Overall, we identify WhatsApp's important, unique role in promoting good student-teacher relationship and positive classroom environment. Recommendations for PractitionersThe findings regarding the unique contribution of WhatsApp to studentteacher out-of-class communication should be taken into consideration by policy makers while formulating policies for the use of online social networks in educational settings. Teachers should be aware of the important role this type of communication plays for their students and for their classroom. Both teachers and students should communicate respectfully, with teachers serving as role models for their students regarding proper digital behavior. Recommendations for ResearchersThis study should be replicated to more populations and to more communication platforms, in order to validate its findings.Impact on Society The associations between out-of-class communication via online social networks and student-teacher relationship have two main effects on society at large. First, promoting better student-teacher communication could improve learning and teaching. Second, if this communication is to be carried out properly, the students -who are the future citizens -will learn how to behave correctly in the digital age. Future ResearchIt is advised to explore the studied associations in other populations and regarding other communication platforms. Also, qualitative exploration is advisable, as it may shed more light on the unique aspects of WhatsApp-based studentteacher out-of-class communication.

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“…This theory trains students to be independent and self-directed learners [19]. It is also claimed that constructivism can be supported by the integration of mobile technology into the process of education [20].…”

Section: What Is Mall?mentioning

confidence: 99%

Mobile Technology and Generation Z in the English Language Classroom—A Preliminary Study

Poláková

Klímová

2019

Education Sciences

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Every generation of students has different characteristics that reflect the conditions of the time period they were growing in. It is important for educators from all fields of study, especially English language teachers, to understand the generational differences and the learning preferences of students in order to create productive learning environments. In today’s technology driven era, students have different learning needs in comparison with their predecessors. To enhance language learning in the new generation, it is recommended to use mobile technology in class. Mobile devices and applications offer a wide range of activities that support language learning. The aim of this study was to discover if the students using mobile devices in the class got higher scores in tests than the students using traditional methods. The methods included pre- and post-tests, as well as a questionnaire survey. The results of this study reveal that the use of a mobile application had a positive effect on students’ achievement results as far as the vocabulary learning was concerned. The students using the app seemed to retain more words than the students in the control group. Furthermore, the results of the questionnaire showed that using the app was more enjoyable for students than the traditional teaching methods. In addition, it contributed to collaborative learning. However, the results also indicate that being a Generation Z student does not make him/her automatically interested in using mobile applications in the process of language acquisition. Considering the small number of participants, further studies are planned to confirm the results from the current preliminary study.

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A Case Study on Mobile-Blended Collaborative Learning in an English as a Foreign Language (EFL) Context

Cited by 59 publications

References 13 publications

Teaching English for Specific Purposes to Adult Learners at University: Methods That Work

Teaching English for Specific Purposes to Adult Learners at University: Methods That Work

WhatsApp is the Message: Out-of-Class Communication, Student-Teacher Relationship, and Classroom Environment

Mobile Technology and Generation Z in the English Language Classroom—A Preliminary Study

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