Fostering student's critical reading through technology integrated instruction

Sutrisno, Djoko

doi:10.12928/tefl.v1i2.215

Cited by 3 publications

(2 citation statements)

References 25 publications

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“…It is essential for psychologists, educational specialists, and other professionals to understand the extent to which digital media is beneficial. Research evidence is crucial in determining whether the potential negative effects of digital media on language acquisition outweigh the benefits (Sutrisno, 2022).…”

Section: Introductionmentioning

confidence: 99%

Unleashing the power of pixels: Digital gaming as an unconventional catalyst for spontaneous Language learning in an EFL environment

Sutrisno,

Zainal Abidin

2023

Teach English as a Foreign Lang. J.

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In the past two decades, the world has witnessed an exponential rise in the use of digital games, thanks to the widespread availability of Personal Computers (PCs) and mobile devices. These games have not only provided entertainment but have also demonstrated both positive and negative effects on players. While numerous studies have explored the impact of digital games on attention span, concentration, and addiction, little attention has been given to their influence on incidental Foreign Language acquisition. To bridge this research gap, the researcher embarked on a three-month longitudinal observational study during the post Covid-19 pandemic in 2022. The goal was to explore how digital games, which young learners played for leisure at home, affected their unintentional acquisition of English as foreign language. Participants in the study ranged from 8 to 14 years old, and three popular games, namely Free Fire, Minecraft, and Among Us, were included in the experiment. The results of our study shed light on the significant impact of digital gaming on participants' vocabulary development, highlighting gaming as a valuable asset for foreign language acquisition. Moreover, the players displayed a remarkable ability to retain the newly acquired vocabulary. However, we did identify two drawbacks. Firstly, the prolonged screen time associated with gaming raised concerns. Secondly, we observed that the vocabulary acquired was often specific to certain areas within a particular game, limiting its transferability to broader language contexts. This study serves as a catalyst for further research, encouraging an exploration of the benefits and drawbacks of employing digital games for targeted aspects of foreign language acquisition, such as cognitive skill development and enhanced comprehension. By delving deeper into these areas, researchers can better understand how digital games can be optimized to foster effective language learning experiences. Ultimately, this knowledge will contribute to the design of educational games that leverage the potential of digital technologies to facilitate language acquisition and promote a holistic learning experience for young learners

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Section: Introductionmentioning

confidence: 99%

Unleashing the power of pixels: Digital gaming as an unconventional catalyst for spontaneous Language learning in an EFL environment

Sutrisno,

Zainal Abidin

2023

Teach English as a Foreign Lang. J.

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“…Direct instructor corrective feedback involves the teacher providing students with the right form of their faults or blunders, either orally or in writing. The feedback tells them what is incorrect and how to compose the correct sentence, but it does not leave them with any task or an opportunity to reflect on their errors (Sutrisno, 2022a).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Beliefs and Practice on Providing EFL Written Corrective Feedback

Annury,

Ma'mun,

Sutrisno

2023

JETLI

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<p class="05IsiAbstrak"><span>This study analyzes how and why writing instructors provide written corrective feedback (WCF) on academic writing tasks. It was an ethnography study conducted by the Department of English Education at University in Semarang, Indonesia. This study investigated and analyzed the attitudes of teachers to get insight into classroom methods for delivering written corrective feedback (CF) on student writing. The major objective of the study was to evaluate instructors' beliefs and practices. Therefore, the teachers' perspectives on providing written corrective feedback (WCF) were required to determine the true answers and provide corrective feedback. The conceptual basis for this study was developed from Borg's (2003) concept of teacher cognition (beliefs) and practices, as well as the impediments to written CF reported by several writers. This recent study conducted interviews with three English Education Department instructors who instructed writing classes. This investigation utilized classroom observation, the think-aloud technique, and in-depth interviews. The data was examined using Spradley's technique (1979, 1980). The study of the data revealed both congruence and discord between the beliefs and actions of lecturers. For instance, the instructors' focus and number of writing CF were consistent. In addition, it was demonstrated that extraneous influences affected the lecturers' application of their theories.</span></p>

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The Application of Multimedia Technology in Enhancing English Reading Comprehension Teaching

Yan,

Zhang

2024

Applied Mathematics and Nonlinear Sciences

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The application of multimedia in English reading teaching can stimulate students’ enthusiasm for English learning and improve students’ classroom listening efficiency. This paper focuses on the characteristics and roles of multimedia technology applied to English reading teaching and proposes innovative teaching methods based on multimedia to realize the communication between teachers and students in a multimedia environment, the optimal integration of multimedia and traditional teaching, and the scientific design of multimedia teaching content. The innovative teaching methods were applied to a school, and a semester teaching experiment was conducted for two classes. At the conclusion of the semester, the experimental class scores saw a significant increase from 50.18 to 76.26 on the pre-test. The control class used the traditional teaching mode without any multimedia application, the teaching effect was average, and there was even a regression of students’ reading comprehension ability in some of the examined items, and there was no significant change in the distribution of the intervals. In the experimental class, in the application of multimedia reading comprehension teaching mode, the grades step up and gradually improve, the results of the interval distribution of the high scores of the progress of the section, the end of the period more than 90 points for 12 students. 85% of the experimental class students think that multimedia technology is an important reason for improving their grades. To sum up, multimedia teaching can provide scientific and reasonable course content and teaching arrangements, maximize teaching efficiency, and make significant progress in students’ reading comprehension abilities.

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Fostering student's critical reading through technology integrated instruction

Cited by 3 publications

References 25 publications

Unleashing the power of pixels: Digital gaming as an unconventional catalyst for spontaneous Language learning in an EFL environment

Unleashing the power of pixels: Digital gaming as an unconventional catalyst for spontaneous Language learning in an EFL environment

Teachers’ Beliefs and Practice on Providing EFL Written Corrective Feedback

The Application of Multimedia Technology in Enhancing English Reading Comprehension Teaching

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