Dynamic lesson planning in EFL reading classes through a new e-learning system

Okada, Takeshi; Sakamoto, Y.

doi:10.14705/rpnet.2015.000373

Cited by 4 publications

(4 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The general English classes were held twice a week and each semester lasted for almost four months. The participants practised the reading skill of the TOEFL ITP ® test in CALL classrooms using iBELLEs, an interactive blended English language learning enhancement system (Okada & Sakamoto, 2015). Regarding the significant role of the OCLL, the learners were also provided with a web-based eportfolio system to enable them to continue reading practice autonomously beyond the classroom (Fathali & Okada, 2016).…”

Section: Research Contextmentioning

confidence: 99%

Technology acceptance model in technology-enhanced OCLL contexts: A self-determination theory approach

Fathali

Okada

2018

AJET

Self Cite

View full text Add to dashboard Cite

One of the crucial issues for successful technology-enhanced out-of-class language learning (OCLL) is the learners' continuance intention to use technology. Considering the strong mutual relationship between learners' intention and motivation, the present study extended the technology acceptance model (TAM) with the self-determination theory (SDT) to investigate Japanese EFL learners' intention to use learning technologies for OCLL. The study was conducted in a technology-enhanced OCLL environment using a web-based e-portfolio system. The hypothesised model included two principal antecedents of behavioural intention introduced by TAM -perceived usefulness and perceived ease of use -in addition to the three psychological needs for competence, autonomy, and relatedness introduced by SDT. Path analysis was conducted to find the multivariate relationships between the constructs in the model based on the collected data from 162 Japanese EFL learners. The results indicated that SDT determinants could significantly predict perceived usefulness and perceived ease of use, among which perceived competence was the most influential factor. Furthermore, perceived usefulness highly influenced the learners' intention to continue technology-enhanced OCLL, which in turn influenced their actual usage of the system.

show abstract

Section: Research Contextmentioning

confidence: 99%

Technology acceptance model in technology-enhanced OCLL contexts: A self-determination theory approach

Fathali

Okada

2018

AJET

Self Cite

View full text Add to dashboard Cite

show abstract

“…al (2016) investigated the impact of mobile assisted language learning on EFL and they came up with the idea that using mobile in classes can foster EFL instruction. Okada and Sakamoto (2015) tried to illustrate how lesson plans, teaching styles and assessment can be adapted by using a new e-learning system in a reading classroom. They tried to explore how receiving feedback from students can help teachers plan a lesson dynamically.…”

Section: Related Studiesmentioning

confidence: 99%

Technology in ELT: Iranian EFL Teachers’ Perception towards Using Fotobabble in English Classes

Ashraf

Kazemi

2017

LTRQ

View full text Add to dashboard Cite

Teaching with technology has gained attention around the globe and internet use has become an integral part of teaching. Web- based tools are used in language classes to enhance interaction among learners and increase learning and teaching opportunity. Thus, the aims of this study are to introduce fotobabble which is a web tool that can be used in English language classes for teaching purposes, and to know the Iranian EFL teachers’ perception towards it. To collect data, 30 EFL teachers teaching at schools and private English institutes were randomly selected and their attitudes and opinions were investigated through semi- structured interviews. The participants were sent via telegram and e- mail an informative text about fotobabble and then were asked to talk about their opinions about its benefits and merits in language classes. The collected qualitative data was analyzed by means of content analysis and it was revealed that the majority of Iranian EFL teachers had a positive attitude towards the use of this web- based tool in their classes; however, a few number of teachers shared their concerns about its application in English classes. It is believed that studies about technology use in classes can help increase effective teaching and learning.

show abstract

“…The participants practiced reading skill of TOEFL ITP ® test in an e-learning environment inside the classroom using an interactive blended English language enhancement system (iBELLEs, Okada & Sakamoto, 2015). The participants also continued reading practice outside the class through a web-based e-portfolio system (Fathali & Okada, 2016).…”

Section: Research Contextmentioning

confidence: 99%

A self-determination theory approach to technology-enhanced out-of-class language learning intention: A case of Japanese EFL learners

Fathali¹,

Okada²

2016

IJRSLL

Self Cite

View full text Add to dashboard Cite

The purpose of this study was to investigate Japanese EFL learners' intention to continue technology-enhanced out-of-class language learning (OCLL). Concerning the strong mutual relationship between the learners' motivation and their intention for learning, this study drawing on self-determination theory (SDT), proposed and tested a model of the relationship between the motivation determinants and the learners' intention toward technology-enhanced OCLL. The research was conducted in an EFL Japanese context of 164 undergraduate students participating in general English classes equipped with technology both inside and outside of the classroom. The findings of the structural equation model indicated the positive effect of motivation determinants (competence, autonomy, and relatedness) on the learners' intention to continue OCLL, among which perceived competence was the most significant predictor. Additionally, the model examined how the motivation determinants could explain the learners' actual achievements. The results provided evidence that perceived relatedness could not influence the learners' OCLL achievements. The findings and implications are discussed.

show abstract

Dynamic lesson planning in EFL reading classes through a new e-learning system

Cited by 4 publications

References 3 publications

Technology acceptance model in technology-enhanced OCLL contexts: A self-determination theory approach

Technology acceptance model in technology-enhanced OCLL contexts: A self-determination theory approach

Technology in ELT: Iranian EFL Teachers’ Perception towards Using Fotobabble in English Classes

A self-determination theory approach to technology-enhanced out-of-class language learning intention: A case of Japanese EFL learners

Contact Info

Product

Resources

About