Enhancing the reading culture among language education graduate students through emerging technologies

Mulumba, Mathias Bwanika

doi:10.1186/s40660-016-0014-4

Cited by 5 publications

(6 citation statements)

References 11 publications

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“…VOKI, as the teaching media, can attract students' attention so it can make students stand out and not feel bored in the classroom and comprehend and absorb the material given by the teachers. This statement is in line with what Setyawati and Azzizaturrohman (2012) investigated that VOKI can improve students' motivation in speaking, and Mulumba (2016) investigated that the use of VOKI could improve students' engagement with the reading content, motivating interaction among students and subsequently stimulated students' interests in reading.…”

Section: Chart 41 the Students' Initial Questionnaire Resultssupporting

confidence: 81%

Using Summarization Technique through Voki as the Teaching Media to Improve Students’ Reading Comprehension

Dilla,

Sada

2024

JEFLE

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Teaching reading comprehension is a challenge for most teachers in middle schools. It is due to students who are not used to read even in their first language, let alone the second language. Finding suitable techniques and strategies is seen as crucial to increase students' understanding of reading. As one of the web tools, VOKI has been proven to be effective in helping students to be more engaged in the reading comprehension process. Therefore, this study aims to use the summarization technique to improve students' reading narrative texts by using VOKI as the media. The finding from this study suggests that VOKI, as the teaching media, successfully improved students' reading comprehension in a narrative text and participation in the teaching-learning activity. The students enjoyed the process of reading narrative text with VOKI. It successfully made students more creative, improved the students' comprehension of the moral value in the narrative text of year-9 Students of SMPN 1 Sukadana in Academic Year 2020/2021.Keywords: Narrative text, Reading comprehension, Moral value, Teaching media, VOKI

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Section: Chart 41 the Students' Initial Questionnaire Resultssupporting

confidence: 81%

Using Summarization Technique through Voki as the Teaching Media to Improve Students’ Reading Comprehension

Dilla,

Sada

2024

JEFLE

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“…The findings of the study revealed that current emerging technologies have allowed teaching and learning to occur effectively with the interaction of students and teachers. This finding was in support of Mulumba (2016) whose results revealed that the introduction of a Voki in the teaching-learning process led to improved student engagement with content-motivated interaction among students and subsequently stimulated their interest in reading. In less the same vein as the study findings Rosman et al (2013) whose findings showed that video games have the potential of effective teaching aids that enable students in a language learning.…”

Section: Discussionsupporting

confidence: 71%

Practices of Luganda Language Educators in Using Emerging Technologies at the School of Education, Makerere University

2023

JEP

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The study explored practices of Luganda language educators at the School of Education, Makerere University in using emerging technologies. The study analyzed the practices of Luganda language educators in using emerging technologies; identified the emerging technologies used in Luganda language instruction; and established the factors influencing the practices of Luganda language educators in emerging technologies. The study paradigm was interpretivism with a case design. The study participants were purposively selected Luganda language teacher educators and conveniently sampled students specializing in Luganda Language as one of the teaching subjects. Data were collected using interview guide, focused group discussion guide and observation check list and analyzed using thematic content data analysis technique. Findings revealed that Luganda language educators practiced use of emerging technologies, such as Zoom and Google meet apps, MUELE platform, mails, Telegrams, WhatsApp, laptops, smart phones as well as computers, among others for lectures through sharing learning material with learners, providing feedback, conducting online assessment, and conducting lectures via the online platforms. The study concluded that Luganda teacher educators practiced emerging technologies to teach, send materials, course works, and submission of course works and assessment and grading of learners. Luganda teacher educators practiced emerging technologies through preparation for teaching, selection of Luganda content and teaching aids. The study concluded that the most practiced emerging technologies during Luganda language teaching were the moodle system in form of MUELE, video conferencing, Zoom, and Google meet and WhatsApp, Facebook, and Youtube, among others. The study also concluded that the factors influencing practices of Luganda language teachers were; favorable University policy, availability of electric power, internet connectivity, availability of merging technological tools such as smart mobile phones, pads, laptops and or computers, among others, as well as use of offline platforms, such as distributing class notes via CDs and flash disks for use on online computers. From the study findings, the study recommends that Luganda language educators should adopt, apply and maintain excellent practices with use of the emerging technologies. This could be done through encouragement of online lectures via platforms such as MUELE; they should also continuously upload academic material on online platforms such as Whatsapp, hold academic engagements / sessions via google meet, conduct online assessment and provide feedback to learners online. Such practices will not only improve their skills with emerging technologies, but shall also deepen their knowledge as well as shape a positive attitude and adoption of emerging technologies for effective Luganda language teaching and learning.

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“…There has also been an emerging major concern which calls for urgent attention regarding reluctance in reading among adults and adolescents who can read but are choosing not to read (Ahmed, 2016;Belzer, 2002;Chien, 2015). Meanwhile, a study by Mulumba (2016) found that even graduates of Language and Literature who were at their Masters level of studies at Makerere University exhibited low reading culture as they did not seem to engage in both intensive and extensive reading which are part and parcel of scholarly and intellectual growth and development. Inability to critically contribute to classroom discussions; failure to analyze issues that emerge in the classroom; failure to critically review pre-tasks such as reading articles and failure to discuss them during the teaching-learning process are some of the problems which stem from lack of reading (Mulumba, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Meanwhile, a study by Mulumba (2016) found that even graduates of Language and Literature who were at their Masters level of studies at Makerere University exhibited low reading culture as they did not seem to engage in both intensive and extensive reading which are part and parcel of scholarly and intellectual growth and development. Inability to critically contribute to classroom discussions; failure to analyze issues that emerge in the classroom; failure to critically review pre-tasks such as reading articles and failure to discuss them during the teaching-learning process are some of the problems which stem from lack of reading (Mulumba, 2016). Many may debate that reading is the most important skill for students to be good at due to the complexities of what is meant to have competence in the target language.…”

Section: Literature Reviewmentioning

confidence: 99%

To Use or Not to Use Monroe’s Sequence for Reading? A Preliminary Study

Lidadun¹,

Chiuh²

2021

IJARBSS

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Developed by American psychologist, Alan Monroe, Monroe's Motivated Sequence is believed to be a well-used and time-proven method to organize oral presentations for maximum impact. However, literature indicates that its potential for use in reading development may have been overlooked. This paper reports the findings of a preliminary study which aimed to determine the feasibility of using the 5-step Monroe's Motivated Sequence for reading assignments to a group of aspirants for Catholic priesthood in a Formation House in Malaysia. A phenomenological research was conducted on ten participants between February and June 2019. The objectives of the study were to describe how the 5-step Monroe's Motivated Sequence influences reading behaviors and to explore how it provides the scaffolding for the participants to select their reading materials and the relevant information before they verbally share the information in a class presentation. Through focus group interviews and observations during class presentations, it was concluded that the 5-step Monroe's Motivated Sequence can be used as scaffold for reading activities as it enthused the participants to engage in extensive reading particularly reading materials online. However, the study also suggests that refinement on each step of the Monroe's Motivated Sequence is essential for ESL readers. Some details need to be provided in the steps to form solid scaffolding for the participants to understand better how selection of reading materials and appropriate information can be effectively done prior to oral presentations. This preliminary study managed to ascertain an important aspect that needs fine-tuning before the main study is done.

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Enhancing the reading culture among language education graduate students through emerging technologies

Cited by 5 publications

References 11 publications

Using Summarization Technique through Voki as the Teaching Media to Improve Students’ Reading Comprehension

Using Summarization Technique through Voki as the Teaching Media to Improve Students’ Reading Comprehension

Practices of Luganda Language Educators in Using Emerging Technologies at the School of Education, Makerere University

To Use or Not to Use Monroe’s Sequence for Reading? A Preliminary Study

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