Enquiry-Based Approach in Mobile-Supported Classroom to Develop Language Skills

Titova, Svetlana; Samoylenko, Olga

doi:10.17323/2411-7390-2017-3-3-39-49

Cited by 6 publications

(1 citation statement)

References 11 publications

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“…Hence, the students who participated in mastery learning instruction participated in peer feedback, corrective procedures, and formative assessment, and these helped them enhance their writing skills results. Here, researchers such as Gamlem and Smith (2013) and Titova and Samoylenko (2017) reported that feedback and formative assessment are essential for learning and teaching. Students develop the positive perception that they can do better when they get support from their classmates and they engage actively with the designed objectives.…”

Section: Discussionmentioning

confidence: 99%

Effects of Mastery Learning Instruction on Engineering Students’ Writing Skills Development and Motivation

Birhan

2018

JLE

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This study was aimed to investigate the effects of mastery learning instruction on engineering students’ academic writing skills and motivation in an EFL context. The participants were software engineering and computer science first-year students, and they were selected using a multistage sampling technique. Observation, a questionnaire, and pre- and post-tests were employed as data gathering instruments. The research was designed through a time series quasi-experimental research design. The data were analysed through repeated measure ANOVA, independent t-tests, as well as descriptive statistics. The findings indicated that there was a statistical difference between the experimental and the control groups. Hence, students who participated in mastery learning instruction improved their writing skills and achieved better scores in writing skills assessment. Particularly, learners who learned through mastery learning instruction were able to develop paragraphs and essays with clear topic sentences and thesis statements. They also developed paragraphs with proper punctuation and minimized various mechanical errors that were observed during the pre-test. Furthermore, the students who engaged in mastery learning instruction had better levels of motivation. Thus, individualized instruction and continuous feedback helped them improve their engagement in writing activities. Hence, this study calls for more attention to self-paced instruction, regular feedback, assessment, and continuous support in writing classrooms.

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Section: Discussionmentioning

confidence: 99%

Effects of Mastery Learning Instruction on Engineering Students’ Writing Skills Development and Motivation

Birhan

2018

JLE

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Moving beyond enhancing pedagogies with digital technologies: Frames of reference, habits of mind and transformative learning

Blundell

Lee

Nykvist

2020

Journal of Research on Technology in Education

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The effect of mobile-assisted language learning (MALL) on EFL learners’ collocation learning

Dağdeler¹,

Konca²,

Demiröz³

2020

Dil Ve Dilbilimi Çalışmaları Dergisi

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The aim of this study was to identify the effectiveness of a mobile application in vocabulary knowledge improvement of English as a Foreign Language (EFL) learners. This study adopted a quasi-experimental research design consisting of an experimental and a control group with 73 participants studying at two state universities in Turkey. During the application that lasted for 14 weeks, the experimental group tried to learn 40 collocations via CollocatApp, while control group used worksheets. The data were gathered through Collocation Achievement Test (CAT) developed by the researchers and Vocabulary Knowledge Scale (VKS) (Wesche & Paribakht, 1996). CAT was used for measuring receptive vocabulary knowledge of learners, and VKS was used for testing productive vocabulary knowledge. The findings showed that there was a significant difference between the experimental group and control group in terms of receptive vocabulary knowledge in the post-test. However, there was no difference between groups in retention tests. At the dimension of productive vocabulary knowledge, it was seen that there was no difference between the use of mobile applications and worksheets in terms of productive vocabulary knowledge. Thus, it was concluded that using mobile applications was an effective way of improving vocabulary knowledge receptively for only short-term memory.

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Enquiry-Based Approach in Mobile-Supported Classroom to Develop Language Skills

Cited by 6 publications

References 11 publications

Effects of Mastery Learning Instruction on Engineering Students’ Writing Skills Development and Motivation

Effects of Mastery Learning Instruction on Engineering Students’ Writing Skills Development and Motivation

Moving beyond enhancing pedagogies with digital technologies: Frames of reference, habits of mind and transformative learning

The effect of mobile-assisted language learning (MALL) on EFL learners’ collocation learning

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