Integrating technology and CAPE framework towards improving the language skills of learners

Ironsi, Chinaza Solomon

doi:10.1007/s11423-022-10179-9

Cited by 4 publications

(3 citation statements)

References 36 publications

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“…This finding also provides additional clues on the ineffectiveness of traditional lesson design frameworks for teaching language skills (Anderson, 2017(Anderson, , 2020. Overall, these results do not suggest that mobile learning does not improve learning outcomes instead, they provide evidence to show that integrating mobile learning without appropriate strategies, teaching frameworks and methodologies as recommended by research (Ironsi, 2022;Romero Rodr ıguez et al, 2021), may yield negative results.…”

Section: Discussionmentioning

confidence: 93%

“…Lesson planning as a good teaching practice: traditional versus responsive frameworks Concerning good teaching practices, strategies and approaches, researchers have counseled on using innovative lesson design frameworks against the traditional frameworks popularly LHT 42,2 used in language teaching. For instance, while research acknowledges the role of traditional teaching frameworks like presentation-practice-production (PPP) in language teaching (Harris and Leeming, 2022;Lasmiatun and Munir, 2022;Le Diem Bui and Newton, 2022), some authors contend that its use does not promote meaningful use of language in a meaningful context (Anderson, 2017(Anderson, , 2020Ironsi, 2022). This assertion is made on the premise that while the traditional based frameworks approach language teaching from a structural perspective where language is reduced to smaller modules and taught in bits (Ikeda, 2019), language teaching that guarantees integrated language skill learning through task-supported approaches must be encouraged (Ellis, 2020;Andon and Norrington-Davies, 2019).…”

Section: Mobile Learning and Cap(e)mentioning

confidence: 99%

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Incorporating mobile learning and the CAP(E) framework in improving the receptive skills of students

Istek¹,

Ironsi²

2023

LHT

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PurposeGiven the persistent receptive skills challenges faced by language learners and the numerous merits of using technologically-enhanced learning in the form of mobile-assisted language learning in language teaching, this study decides to incorporate a context-analysis-practice-exploration lesson-planning framework with mobile learning to improve the receptive skills of learners. This step is necessary on the recommendation by scholarly research that while implementing technology, teacher training, digital literacy and expertise, incorporating good teaching practices and lesson planning frameworks may assist in yielding positive results.Design/methodology/approachThis study decides to utilize a mixed-method research design through an experimental approach to elicit information from 90 EFL students concerning the effectiveness of incorporating the context-analysis-practice-exploration framework in a mobile-leaning mode instructional delivery to improve their reading and listening skills.FindingsAfter collecting and analyzing data, the study found that while the participants perceived enhanced-mobile learning to make lessons enjoyable, integrating this framework and m-learning improved their reading skills. This study used notable findings to make pedagogical conclusions on the objective of this study.Originality/valueThis study contributes through empirical evidence on the effectiveness of incorporating mobile learning and a responsive lesson planning framework towards improving English as a foreign language learners' learning outcome. Besides, this study is the first to probe and unpack the effectiveness of a responsive lesson-planning framework in language education.

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Section: Discussionmentioning

confidence: 93%

Section: Mobile Learning and Cap(e)mentioning

confidence: 99%

Incorporating mobile learning and the CAP(E) framework in improving the receptive skills of students

Istek¹,

Ironsi²

2023

LHT

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“…Implementing virtual Reality (VR) in English language Education comes with challenges in the English language teaching domain, just like implementing other technologies, and research affirms this (Ironsi, 2023). For instance, developing high-quality VR content that effectively teaches language skills, such as grammar, vocabulary, and pronunciation, can be complex and resource-intensive (Bacca-Acosta et al, 2022;Bahari, 2022;Tai et al, 2022).…”

Section: Scientific Discussion On Implementing Vr In Foreign Language...mentioning

confidence: 99%

Investigating the use of virtual reality to improve speaking skills: insights from students and teachers

Ironsi

2023

Smart Learn. Environ.

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There is ongoing scientific discussion on the role of innovative technologies in enhancing teaching and learning. Technologies like augmented reality, virtual reality, mixed reality, artificial intelligence, and generative artificial intelligence have sparked debates in the broader literature. To contribute to ongoing discussions on these topics and to bridge gaps existing in works of literature on the potentials and challenges of innovative technologies like virtual reality, this paper provides insights from students and teachers on the use of virtual reality for teaching speaking skills so far lacking in academic prose in this domain. Given that this study only focused on obtaining student and teacher insights, a mixed-method research design that used questionnaires and interviews was implemented to investigate this study. After obtaining and analyzing data from 85 participants, the study found that although virtual reality could have improved students' speaking skills more efficiently, it was a fun and exciting learning experience for the students and teachers. Other novel findings of the study were instrumental in making pedagogic conclusions on the study's objective.

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Applying modified TATE framework in equipping learners with action competence on future skills: Towards learners’ future-readiness

Ironsi,

Bostanci

2023

Asia Pacific Journal of Education

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Integrating technology and CAPE framework towards improving the language skills of learners

Cited by 4 publications

References 36 publications

Incorporating mobile learning and the CAP(E) framework in improving the receptive skills of students

Incorporating mobile learning and the CAP(E) framework in improving the receptive skills of students

Investigating the use of virtual reality to improve speaking skills: insights from students and teachers

Applying modified TATE framework in equipping learners with action competence on future skills: Towards learners’ future-readiness

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