A Study on Autonomous Use of Technology for Language Learning Among ESL Learners at Tertiary Level

Zulkepli, Noraini; Tajuddin, Siti Nor Amalina Ahmad; Atan, Azizah; Khaja, Farah Natchiar Mohd

doi:10.6007/ijarbss/v8-i11/4986

Cited by 6 publications

(6 citation statements)

References 16 publications

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“…Effective English learning must encourage students’ interest in actively exploring language knowledge with technology for autonomous language learning (Rahamat et al , 2017; Zulkepli et al , 2018). In this study, the use of broadcast technology provided an interactive self-learning opportunity for ESL.…”

Section: Discussionmentioning

confidence: 99%

Engaging university students in an ESL live broadcast

ChanLin

2020

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Purpose This study aims to analyze the engagement of community members in an English as a second language (ESL) live broadcast. A platform for encouraging language and culture learning in ESL was planned and implemented. Research purposes were to explore the following aspects for engaging students’ participation: operation-monitoring, planning and implementation, incentives and motives, interactions with multiple formats and challenges. Design/methodology/approach The platform used for the ESL live broadcast was Open Broadcaster Software Studio. Through the live videos and instant messages delivered by the network, real-time interactions from different virtual sites were achieved. Observations and operation documentation were recorded. Interviews with the teacher, the library administrator and the students were carried out for collecting data. Inductive analysis was used to analyze the qualitative data from the different sources. Findings It was observed that the ESL broadcast reached a great number of users weekly. To engage the ESL broadcast community, efforts to monitor and plan for implementation were made. Students were encouraged by both external incentives and internal motivation. Managing the connectivity problems was essential for guaranteeing the quality of the real-time interactions. From their experiences, the participants were positive about the broadcast approach to learning ESL. More diverse topics and alternatives for oral interactions in the class are suggested in future implementations. Research limitations/implications The implementation of the ESL live broadcast provides a model for inviting members within the university community to engage in the language and culture learning. The research is preliminary and is limited to a specific university. Future research on diverse learning settings is needed. Originality/value The findings of this study will contribute to the research in streaming media interactions. The case might be applied to other settings and other subject domains.

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Section: Discussionmentioning

confidence: 99%

Engaging university students in an ESL live broadcast

ChanLin

2020

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“…Tseng et al [39] attested that threedimensional virtual game-based environments could boost Taiwanese elementary school students' English vocabulary knowledge, learning collaboration, and autonomy. Finally, Zulkepli and colleagues [40] surveyed 289 Malaysian freshman students about their Web 2.0 tools' preference for autonomous language learning. It was found that the students favored conventional technologies specifically designed for language learning, such as online quizzes and discussion forums.…”

Section: Autonomous Use Of Technology For Second-language Learningmentioning

confidence: 99%

A Comparison of the Autonomous Use of Technology for Language Learning for EFL University Students of Different Proficiency Levels

2022

Sustainability

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Different aspects of second-language learners’ autonomous use of technology for language learning have been investigated and its positive effects on language learning have been reported. However, there is a paucity of research on whether language learners’ different proficiency levels are associated with their perceptions of their own autonomous use of technology-enhanced language learning (TELL). Therefore, this study examines the autonomous use of TELL outside the English classes of English learners of different proficiency levels. Ninety-nine EFL college students (47 of lower proficiency and 52 of higher proficiency) in northern Taiwan took a survey on the autonomous use of TELL. The results demonstrated that students’ proficiency levels did not relate to the involvement of autonomous use of technology for language learning. Nearly one-third of all students did not take on autonomous English learning via technology outside class. The students in both groups tended towards more receptive-skill English learning activities than productive-skill activities in their autonomous use of technology, whereas the students of higher proficiency attended more productive-skill activities than those of lower proficiency. In order for students to benefit from the autonomous use of technology for language learning, proper support and guidance from instructors are crucial.

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“…Even both formal and informal learners are also now assessing learning materials through Internet and websites (Mc Greal, 2018). In Malaysian context, Malaysian Communications and Multimedia Commission has revealed that youths between the (Zulkepli, et al, 2018). Advantages of using Information and Communication Technology (ICT) and technology in learning and teaching session were reported to be beneficial in attracting students' attention, facilitating students' learning process, helping to improve students' vocabulary and also promoting meaningful learning to students.…”

Section: Literature Review Massive Open Online Courses (Moocs) In Thementioning

confidence: 99%

Massive Open Online Courses : En Route to Communication Skills Acquisition

Yunus¹,

Hashim²,

Hashim³

2019

Preprint

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Technology has its own forte and has been making its waves through the educations' heart among educators and especially young learners. In conjunction to the waves of technology and the era of globalization, there is also a demand for excellent communication skills among today's younger generations especially university students. University students are expected to be well equipped with proficient English language and outstanding communication skills which is what they are currently lacking at. Therefore, a specific Massive Open Online Courses (MOOCs) for English for Communication is designed and developed to provide learners with the ladder towards good communication skills. This study is a design and develop research of study which consists of twenty-two undergraduate students in a public university and the whole duration of this study is fourteen weeks altogether. The particular well developed MOOCs then later implemented to the learners and learners evaluation on the course are taken into consideration. This study intended to accommodate students with Massive Open Online Courses (MOOCs) and to investigate the learners' perceptions on the use of MOOCs in helping them to develop good communication skills. This study also evaluated the developed MOOCs' usability and the students' interaction level during learning along with the impacts of particular developed MOOCs towards their development of communication skills. The findings gathered have proven that this particular developed MOOCs of English for Communication has helped learners to further improve on their communication skill acquisition that would help them to be a better critical thinker and an autonomous learner.

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A Study on Autonomous Use of Technology for Language Learning Among ESL Learners at Tertiary Level

Cited by 6 publications

References 16 publications

Engaging university students in an ESL live broadcast

Engaging university students in an ESL live broadcast

A Comparison of the Autonomous Use of Technology for Language Learning for EFL University Students of Different Proficiency Levels

Massive Open Online Courses : En Route to Communication Skills Acquisition

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