Evaluation of an LMS for Productive Language Skills

Hamat, Afendi; Azman, Hazita; Noor, Noorizah Mohd; Bakar, Kesumawati A.; Nor, Nor Fariza Mohd

doi:10.1016/j.sbspro.2014.02.018

Cited by 7 publications

(4 citation statements)

References 6 publications

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“…Pedagogic competence is colored by lecturers' ability to manage classes, one of which is to divide student groups according to their respective Arabic language competencies. This is important when the orientation of learning Arabic is receptive ability or listening (Hamat et al, 2014). With the ultimate goal, students are able to understand, describe, and express what has been understood from what is seen (Al-Janaideh et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

Competence of Arabic Language Learning Media Lecturers in the Perspective of the Australian Federation of Modern Language Teachers Associations (AFMLTA)

Putra,

Isnaini,

Yousry

2024

Scaffolding

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The purpose of the study was to describe the competence of INSURI Ponorogo Arabic learning media lecturers with a standard perspective and teacher professionalism, according to The Australian Federation of Modern Language Teachers Associations (AFMLTA). This research is qualitative and uses a case study approach. Carried out in the INSURI Arabic language education study program. Research data in the form of competence and professionalism of PBA Learning Media lecturers are limited to projections of student receptive ability development through Arabic cartoons accessed from Marhaban Academy Channel on the https://www.youtube.com/@MarhabanAcademy link. The sources of research data are lecturers, students, and learning activities in the classroom. Data collection techniques are carried out by observation, interviews, and documentation. The analysis of research data is carried out by reducing data, presenting data, and drawing conclusions. The results showed, referring to the standards of AFMLTA foreign language teachers. Lecturers of Arabic learning media courses have met AFMLTA standards, namely mastering pedagogic, professional, and social competencies. Pedagogic competence is colored by the ability to manage classes. Professional competence is aimed at the formulation of learning objectives before lecturers step into the learning process. Meanwhile, social competence is aimed at creating a learning atmosphere by adjusting the curriculum and culture of the INSURI Ponorogo campus. Thus, the existence of AFMLTA can measure the competence and professionalism of language teachers outside Australian countries.

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Section: Discussionmentioning

confidence: 99%

Competence of Arabic Language Learning Media Lecturers in the Perspective of the Australian Federation of Modern Language Teachers Associations (AFMLTA)

Putra,

Isnaini,

Yousry

2024

Scaffolding

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“…As university students, using Google translate is very suggested because to be able to enhance their understanding on mechine translation and treat their skill on using technology in digital era. As part of digital literacy, google mechine translation also plays role in improving students language skills,because through the internet assess learning become easier (Hamat et al, 2014). This kinds of research also supported by (M.Lewis, 2014) that doing research based on the phenoma or anlysis related to the things to find the efectivenes of something is allowed.…”

Section: Introductionmentioning

confidence: 86%

Digital Translation Literacy of Undergraduate EFL Students

Fahmi,

Arjulayana

2024

Metathesis J. English Lang. Lit. Teach.

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Abstract Literacy is the representation of language competency, individual skill in reading, writing, speaking, and managing. In digital era, literacy can be represented through the use of Google translation tool as one of the most popular tools among EFL students, either for their translation assignment or improve foreign language skills. This study aimed to explore undergraduate EFL student’s digital literacy by using Google translate as a tool to do translation. Qualitative descriptive method is used to present the data comprehensively. The data collection begin from problem identification, field observation, interview, and study the document related to their assignment. This research used purposive sampling which involved 31 EFL undergraduate students of Muhammadiyah Tangerang University. This research shows that EFL undergraduate students are able to operate and use Google translate effectively in assisting assignment. Google translate tool can eliminate the learning’s gap among different level of student’s English competency especially in vocabulary mastery and time management, the research also shows student’s digital literacy through Google translate not only for written translation, but also orally and can be used in diversity functions, such as translating the language in sentence form and learning how to pronounce English words. Keywords: Literacy, translation, Google translate, EFL students, digital literacy

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“…L as universidades e instituciones de educación superior alrededor del mundo utilizan cada vez más tecnologías web en el proceso de enseñanza-aprendizaje de lenguas, frecuentemente a través de sistemas de gestión de contenidos (CMS, Content Management System) y sistemas de administración del aprendizaje (LMS, Learning Management System) que permiten integrar recursos y herramientas para los usuarios de los cursos gestionados. Diversos estudios reportan los beneficios de las asignaturas que se apoyan en CMS y LMS, por ejemplo en el aprovechamiento en inglés, gracias a ambientes virtuales basados en Moodle con enfoques centrados en el estudiante (Jeong, 2017) y su desempeño en la gramática (Fathi y Torabi, 2019); el desarrollo de la escri-tura por medio de la plataforma iELLS (Integrated English Language Literacy System) (Hamat, Azman, Noor, Bakar y Nor, 2014); las habilidades para el aprendizaje de lenguas en las plataformas Blackboard y Oxford iQ Online (Al-Mubireek, 2019); el aprendizaje autodirigido en clases invertidas y su impacto en las habilidades de lengua mediante la plataforma TES BlendSpace (Zainuddin y Perera 2018); la formación de profesores de lengua a través de plataformas como Moodle, Blackboard y Rcampus (Omar y Yaacob, 2020), y el aprovechamiento en el aprendizaje de lengua y la promoción del aprendizaje autónomo mediante el LMS SAKAI en un modelo de aprendizaje mixto (Ahn, 2017).…”

Section: Introductionunclassified

Designing an English learning website by using the ADDIE model

Soto

Eliche

2022

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This paper describes the design of a website for the teaching and learning of English at Universidad del Cauca, Colombia, according to the ADDIE instructional design model to provide academic alternatives with the support of web-based technologies. The prototype of a website capable of hosting English courses managed through virtual or blended modality is the concrete result of this study. Although the low number of courses hosted and oriented on the website may be a limitation, the information collected allowed the tool sophistication throughout the process. This study contributed to apply the ADDIE model for designing a web tool to manage English courses at Universidad del Cauca.

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Evaluation of an LMS for Productive Language Skills

Cited by 7 publications

References 6 publications

Competence of Arabic Language Learning Media Lecturers in the Perspective of the Australian Federation of Modern Language Teachers Associations (AFMLTA)

Competence of Arabic Language Learning Media Lecturers in the Perspective of the Australian Federation of Modern Language Teachers Associations (AFMLTA)

Digital Translation Literacy of Undergraduate EFL Students

Designing an English learning website by using the ADDIE model

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