Behavioral Intention to Use Mobile Technology in Language Teaching

Aburezeq, Ibtehal M.; Dweikat, Fawzi Fayez Ishtaiwa; Patronis, Marielle

doi:10.4018/ijthi.2020100102

Cited by 3 publications

(4 citation statements)

References 40 publications

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“…Our research revealed that students' autonomous motivation did not significantly change when they were using MS Teams, which may be due to the fact that students' motivation to learn English is primarily influenced by their future and their career opportunities (at least according to what they perceive to be the case). However, autonomy and competence were found to have slightly increased when using the Microsoft Teams application because it may have opened up a new window in which to enjoy the language lessons that traditional teaching could not achieve (Aburezeq, 2013). Studies like these are needed today (particularly during/post pandemics like COVID-19), due to the usage of various instant messaging tools, most institutes are now providing distance learning and blended language learning.…”

Section: Discussion and Recommendationmentioning

confidence: 99%

“…Among the many mobile learning subject areas, mobile-assisted language learning focuses on how various technologies can be used to enhance the learning process in order to motivate students (Aburezeq, 2013;Al Mansoori et al, 2022). Learning theories and practices within such a pedagogical framework are also influenced by the social and psychological development of individuals.…”

Section: Introductionmentioning

confidence: 99%

“…By developing this perspective, researchers can gain a greater understanding of MALL's role in motivating and enhancing learning. Several key studies have been carried out to figure out the impact of Twitter, for example, on economy, such as Ryan and Deci (2020) and other studies conducted to measure the effects of WhatsApp on learning motivation (Kartal, 2019;Aburezeq, 2013;Alamer, 2021;Alshammari, 2017). This study explores how instructors can use the Microsoft Teams application to promote the psychological needs of their students, by supporting autonomy, competence, and relatedness in the language learning process.…”

Section: Introductionmentioning

confidence: 99%

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The Effects of Using MS Teams Mobile Application on Language Learners’ Motivation During and After the Covid-19 Pandemic

Al-Abidi

Owais²,

Alabedi³

2023

WJEL

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Motivation has long been recognized as a critical component of language learners' success. According to Self-Determination Theory (SDT), an autonomously motivated student is more likely to be engaged in a learning activity. As the learners' needs for autonomy, competence, and relatedness ought to be accommodated, these basic psychological needs of learners (BPNs) must be addressed to sustain autonomous motivation. Although there is a substantial number of literature that addresses the role of these three components in the context of mobile-assisted language learning (MALL) and their relationship to autonomous motivation (Kohnke, 2020; Alamer, 2021b; Kartal, 2019; Ali, 2019), the use of Microsoft Teams is almost never addressed. This study aimed to examine the relationship between the informal use of mobile apps by teachers, such as messaging applications, and their students' levels of motivation. This study involved one group of students divided into six sections with the same level of proficiency, who were enrolled in a foundation course in English at a private university in the United Arab Emirates (N = 344). The students were studied over a period of time (Phase 1 and Phase 2 groups of the same population). The analyses were carried out by the use of ANOVA with repeated measures and a t-test. Participants' autonomy and competence were found to have increased slightly as a result of the study. The study, however, failed to demonstrate any significant impacts on anxiety, self-confidence, engagement with language tasks, nor on actual achievement.

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Section: Discussion and Recommendationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Effects of Using MS Teams Mobile Application on Language Learners’ Motivation During and After the Covid-19 Pandemic

Al-Abidi

Owais²,

Alabedi³

2023

WJEL

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“…The overwhelming urge toward distance education, as a result of the closure of Universities and colleges, hastened the use of technology by teachers despite the factors that may hinder their adoption of new technology. These factors as they have been referred to in the existing literature concern teachers' attitudes, readiness, acceptance, resistance, self-efficacy perceptions, perceived usefulness, perceived ease of use, and behavioral intentions (See e.g., Aburezeq et al, 2020;Agbatogun, 2014;Cox, 2003;Demetriadis et al, 2003;Kao zt al., 2020;Perkins & McKnight, 2005;Sofronova, 1995;Teo et al, 2008). It can be noticed that the context of emergency online teaching during the pandemic altered the normal longitudinal teachers' perceptions, preparation, and readiness to use technology to the extent of generating new optimistic sentiments like humility, enthusiasm, and empathy between teachers and students (Cutri, Mena, & Whiting, 2020).…”

Section: Introductionmentioning

confidence: 99%

Faculty’s Pedagogical Knowledge for Technology-Enhanced Learning in Higher Education

Lamtara¹

2023

Intern. j., high. educ. pedag.

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The inexorable growth of technological use amidst the pandemic of COVID-19 strengthens the emerging new paradigm in education and accelerates the need for technology supported-pedagogical knowledge. The purpose of this paper is to examine how the principles of the four learning theories; behaviorism, cognitivism, constructivism, and connectivism, are implemented in the technology-enhanced learning environment to help faculty align their pedagogy and teaching methods with technology. To achieve this goal, a review is conducted to survey relevant literature concerning learning theories and pedagogical models. This review relies on four major bibliographic databases; Science Direct, Scopus, Web of Science, and Google Scholar through which a large number of articles are identified. Twenty-seven articles are selected according to the scope of the study. Then, a qualitative analysis is conducted to identify the four learning theories as they are implemented in the online environment. The proposed pedagogical framework classifies the four learning theories in a pyramid in a hierarchical order according to their adherence to the student-centered learning approach. Connectivism is placed at the top of the pyramid due to the wide opportunities it offers for learners’ autonomy, interactivity, and diversity. Constructivism precedes as it is also centered on learners allowing for knowledge construction.

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[RETRACTED ARTICLE] Pedagogical Knowledge for Technology-Enhanced Learning

Lamtara

2024

JPES

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The inexorable growth of technological use amidst COVID-19 strengthens the emerging paradigm in education and accelerates the need for technology-supported pedagogical knowledge. This paper examines how the principles of the four learning theories, behaviourism, cognitivism, constructivism, and connectivism, are implemented in the technology-enhanced learning environment to help faculty align their pedagogy and teaching methods with technology. A review is conducted to survey relevant literature concerning learning theories and pedagogical models to achieve this goal. This review relies on four major bibliographic databases: Science Direct, Scopus, Web of Science, and Google Scholar, through which many articles are identified. Twenty-seven articles are selected according to the scope of the study. Then, a qualitative analysis is conducted to determine the four learning theories implemented in the online environment. The proposed pedagogical framework classifies the four learning theories in a hierarchical hierarchy according to their adherence to the student-centred learning approach. Connectivism is at the top of the pyramid due to its vast opportunities for learners’ autonomy, interactivity, and diversity. Constructivism precedes as it is also centred on learners, allowing for knowledge construction. RETRACTION NOTICE: This article has been formally retracted as of March 12, 2024, at the authors' request. The authors assert that a paper similar to this article1 has been published in the International Journal of Higher Education Pedagogies (IJHEP) without their knowledge or consent. The authors maintain that, having previously submitted their work to IJHEP for review before submitting it to JPES, they received no communication from IJHEP regarding the publication status, leading them to believe that their submission had been disregarded. Operating in good faith under this assumption, the authors subsequently submitted their article to JPES. In their statement, the authors emphasize that they never intended for their paper to be concurrently published in two journals, as they fully comprehend the ethical implications associated with such actions. 1https://www.diamondopen.com/journals/index.php/ijhep/article/view/412

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Behavioral Intention to Use Mobile Technology in Language Teaching

Cited by 3 publications

References 40 publications

The Effects of Using MS Teams Mobile Application on Language Learners’ Motivation During and After the Covid-19 Pandemic

The Effects of Using MS Teams Mobile Application on Language Learners’ Motivation During and After the Covid-19 Pandemic

Faculty’s Pedagogical Knowledge for Technology-Enhanced Learning in Higher Education

[RETRACTED ARTICLE] Pedagogical Knowledge for Technology-Enhanced Learning

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