ICT multimedia learning affordances: role and impact on ESL learners' writing accuracy development

Alobaid, Azzam

doi:10.1016/j.heliyon.2021.e07517

Cited by 30 publications

(15 citation statements)

References 51 publications

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“…In line with this, while students were applying the features revision, the students themselves felt more confident with the previous text, so they could be active in the features. Strobl, C., et al, 2019, Alobaid, A. (2021.…”

Section: Discussionmentioning

confidence: 99%

Improving Reading and Writing Literacy in English Text-Based Technology

Butarbutar¹

2022

Preprint

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The research focused on the effects of using technology such as e-books and Google Docs on EFL students. It looked at how beginning readers approach reading e-books, examining the g speed of reading in particular, comprehension, and writing text. The information for this exemplary classroom action research was gathered through initial observations, reading tests, and student writings. The findings show that employing an online library, gadgets for reading and writing English text, and involving literacy competitions based on technology have positive benefits for socio-cognitive development and pedagogical-cognitive literacy.

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Section: Discussionmentioning

confidence: 99%

Improving Reading and Writing Literacy in English Text-Based Technology

Butarbutar¹

2022

Preprint

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“…This is due to getting more attention from researchers and practitioners who have started using and examining multimedia tools. [10], [3], [11], [5], [1].…”

Section: Multimediamentioning

confidence: 99%

Multimedia-Based Interactive Learning Media in The Text Material of The Observation Report

Sari¹,

Suwandi²,

Sumarwati³

2022

Proceedings of the 1st International Conference of Humanities and Social Science, ICHSS 2021, 8 December 2021, Surakarta, Centr

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This article aims to describe multimedia-based interactive learning media in the text material of observation reports. This type of research is descriptive research using critical analysis methods. The steps in the creation of multimedia-based interactive learning media include three stages, namely preproduction, production, and postproduction. Design of multimedia-based interactive learning media using Microsoft PowerPoint applications. The use of multimedia-based learning media can certainly improve learning outcomes and the motivation of learners in following the learning process. In addition, the existence of this learning media helps and makes it easier for educators to convey material and problem exercises to learners. Multimedia-based interactive learning media, in addition to being accessible in its manufacture, also makes it easier for learners to access it whenever and at any time. This is because multimedia-based interactive learning media created using Microsoft PowerPoint can be accessed without the help of the internet network.

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“…In EFL/ESL learning and teaching, ICT requires the integration of various information and communication technologies to leverage their capabilities for the creation, development and optimization of better learning environments (Alobaid, 2021). Translators use a large number of technological resources and tools to communicate with employers and other translators and to do their translation work.…”

Section: Introductionmentioning

confidence: 99%

Investigating of Information and Communication Technology (ICT) Skills and Professionally-based Competencies of Translator Candidates

Aigerim

Aida

Kulgildinova

2022

IJEMST

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In this study, it is aimed to examine the professionally-based competencies and ICT skills of translator candidates with a relational approach. Relationships between professionally-based competencies and information communication technology (ICT) skills were examined. The sample of the study was conducted in Kazakhstan with 166 translator candidate participants. In the study, information communication technologies skills scale and Translator Professionally-Based Competence test were used to collect data from translators. Independent Samples t test, One Way ANOVA and Multiple Regression Analysis techniques were used in the analysis of the research data. According to the research findings, the professionally-based competencies of the participants were found to be high in general. However, it was observed that the participants had some problems in the domain/thematic sub-competence, Textual sub-competence, Research and technological sub-competence, Strategic sub-competence, Knowledge about translation sub-competence dimensions. On the other hand, professionally-based competencies show differences according to the class level and achievement perceptions of the participants. It was found that the general ICT tendencies and software usage skills of the translator candidates were at a medium level, their hardware knowledge was at a low level, while their access and communication skills in a virtual environment were at a high level. ICT skills differ according to the gender, class and achievement perceptions of the translator candidates. Finally, significant correlations were found between the professionally-based competencies and ICT skills of the translator candidates/

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ICT multimedia learning affordances: role and impact on ESL learners' writing accuracy development

Cited by 30 publications

References 51 publications

Improving Reading and Writing Literacy in English Text-Based Technology

Improving Reading and Writing Literacy in English Text-Based Technology

Multimedia-Based Interactive Learning Media in The Text Material of The Observation Report

Investigating of Information and Communication Technology (ICT) Skills and Professionally-based Competencies of Translator Candidates

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