College English Teaching Status and Individualized Teaching Design in The Context of Mobile Learning

Zhang, Yuan; Zuo, Liang

doi:10.3991/ijet.v14i12.10704

Cited by 32 publications

(23 citation statements)

References 18 publications

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“…According to [6], the use of computers, mobile devices and the Internet is expected to continue increasing since technology is more accessible, in particular for people in developing countries. It is also English for specific purposes instruction, which is positively influenced by the advantages of modern technologies [7], [8]. It is, therefore, inevitable that educators worldwide tailor their ways of teaching in relation to the integration of technologies into teaching so as to become competent and skilled teachers of foreign languages.…”

Section: Introductionmentioning

confidence: 99%

Confronting the Challenges of MALL: Distraction, Cheating, and Teacher Readiness

Metruk

2020

Int. J. Emerg. Technol. Learn.

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Mobile technologies appear to be gaining in popularity regarding foreign language instruction they have recently proliferated in academic environments. M-learning opens up new possibilities and opportunities for both teachers and students, and it is inevitable that methodological approaches to pedagogy and ways of teaching foreign languages are accordingly adjusted and reevaluated. Despite the numerous significant advantages mobile technologies offer, scholars and educators have to take into consideration some barriers and limitations in this respect, and respond to both existing and future challenges. Moreover, the studies on MALL (mobile-assisted language learning) seem to be predominantly focused on benefits of specific technological advances when the advantages of MALL are discussed. This article attempts to present a critical review of the literature which deals with MALL as further research and exploration in this area is necessary, especially with regard to challenges and barriers language teachers face when m-technologies are employed. Three major drawbacks related to using mobile technologies in teaching are predominantly discussed, namely learner distraction, cheating, and teacher perception and readiness. Moreover, proposing feasible solutions to the challenges and barriers is also discussed in the article.

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Section: Introductionmentioning

confidence: 99%

Confronting the Challenges of MALL: Distraction, Cheating, and Teacher Readiness

Metruk

2020

Int. J. Emerg. Technol. Learn.

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“…IWB is a whiteboard that is connected to an overhead projector via a computer. With IWB, collaborative interaction among groups of students can be done simultaneously with the multi-touch and multi-user interactive board [4][5][6]. Advocates of the nation argue that IWB plays a crucial role in encouraging students' participation and improve their motivation to learn [5].…”

Section: Introductionmentioning

confidence: 99%

Exploring the Drivers of Intention to Use Interactive Whiteboards among Malaysia University Students: Does Technology Self-Efficacy Matter?

Wong

Abdullah

2020

Int. J. Emerg. Technol. Learn.

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The effective use of an interactive whiteboard (IWB) in teacher-education institutions depends strongly on student teachers’ intention of using it. Despite the recent surge in published research on the widespread applications for IWB in teaching and learning, few have developed a model to elucidate the elements which contribute to student teachers’ intention to use IWB. The aim of this study was to develop a model which demonstrates the variables that affect student teachers’ intentions and which also explain their interactions. The proposed IWB intention to use research model is based on prominent educational technology acceptance theories and models. Five variables (technology self-efficacy, performance expectancy, effort expectancy, social influence, and intention to use) were selected to build a model for this study. Structural Equation Modelling (SEM) was used for this study to identify the predictors and the model fit. The proposed model has accounted for 47.6% of the variance in the intention to use IWB.

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“…Learning English as a foreign language is no exception. This educational field is greatly influenced by the worldwide technological movement [4], [5]. This has clearly been reflected in much literature addressing the use and application of technology in general, and computer software in particular in today's EFL settings [6,7,8,9,10].…”

Section: Introductionmentioning

confidence: 99%

Using Concordance to Decode the Ideological Weight of Lexis in Learning Narrative Literature: A Computational Approach

Khafaga¹,

El-Nabawi²

2020

IJACSA

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In learning narrative literature, students find difficulty in comprehending and approaching the ideological messages beyond the usage of recurrent lexical items in literary narrative texts. This problem comes as a result of the huge number of lexical items literary texts, particularly the narrative, abound in. The use of the computer and of computational linguistics work makes it possible to process and examine large data for a variety of purposes and to investigate questions that could not feasibly be answered if the analysis was carried manually. This paper, therefore, investigates the relevance of using concordance to decode the ideological weight of lexis in narrative literature. The main objective of the paper is to explore the extent to which certain ideologies and themes are decoded in literary narrative texts undergone a computational concordance analysis. This is conducted by means of a computational concordancing that is intended for providing two verifiable inputs: Frequency Distribution (FD) and Key Word in Context (KWIC). The paper is grounded on an experimental study, where 39 majoring English students attending one novel course at Prince Sattam bin Abdulaziz University, were voluntarily involved in an optional course addressing the study of a narrative literary text: Animal Farm. Participants were divided into two groups: an experimental group and a control group. The former was allowed to use concordance, whereas the latter was only permitted to use conventional methods of studying narrative texts (mere reading). Both groups are assigned to find out the themes and the ideological meanings inferred from a selected list of 13 words from the novel. Results show that the experimental group manages, by applying concordance, to decode the ideological weight of the selected words in a more accurate, credible and faster way than the control group. This in turn facilitates the process of determining the intended message addressed in the novel, either at the character-character level of discourse or at the author-readers one.

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College English Teaching Status and Individualized Teaching Design in The Context of Mobile Learning

Cited by 32 publications

References 18 publications

Confronting the Challenges of MALL: Distraction, Cheating, and Teacher Readiness

Confronting the Challenges of MALL: Distraction, Cheating, and Teacher Readiness

Exploring the Drivers of Intention to Use Interactive Whiteboards among Malaysia University Students: Does Technology Self-Efficacy Matter?

Using Concordance to Decode the Ideological Weight of Lexis in Learning Narrative Literature: A Computational Approach

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