Learner-oriented assessment (LOA) practice: the comparative study of self-assessment, peer assessment, and teacher assessment on EFL learners’ writing complicity, accuracy, and fluency (CAF), speaking CAF, and attitude

The study explores the pervasive use of mobile computing devices, such as laptops, smartphones, and tablets, since the emergence of mobile learning in 2005, notably within the educational sphere. Brooks (2016) conducted a comprehensive quantitative survey involving over 72,000 students from 12 countries, revealing staggering ownership statistics: 96 percent of students possess smartphones, while 93 percent own laptops. Moreover, an overwhelming majority, exceeding ninety-three percent, deem these devices essential for their academic achievements. Examining people's attitudes toward utilizing mobile technology for language learning reveals a diverse landscape of results, often skewed towards negative perspectives. However, these studies frequently neglect to encompass specific student-held viewpoints and overlook the potential of mobile technology in facilitating learning for individuals with diverse educational approaches. To address these gaps, this research spanned two years and involved surveys, interviews, pre-tests, and background checks, engaging 57 instructors across 46 Vietnamese institutions. The primary aim was to illuminate the trajectory of Mobile Assisted Language Learning (MALL). The study's findings delineate five distinct attitudes toward mobile technology-enabled self-directed learning, prompting the development of tailored strategies for different student cohorts.

Section: Perspective Towards Mallmentioning

confidence: 89%

The Perspective on the Implementation of Mobile Assisted Language Learning (MALL)

Saravanan,

Shanmugam,

Jeevarathinam

2023

“…The impact and challenges of technology in young learners' language acquisition are multifaceted [29]. While technology offers engaging and interactive learning opportunities, concerns arise regarding screen time, potential distractions, and the quality of content.…”

Section: In Analysis Of Existing Research On Young Learners' Language...mentioning

confidence: 99%

“…Additionally, research concerning the integration of AI and machine learning in catering to diverse linguistic backgrounds or less commonly spoken languages might be limited [27]. Furthermore, while existing studies often evaluate the effectiveness of technology-based language learning, there's a need for longitudinal studies assessing the long-term impact and retention of language skills acquired through these platforms [29].…”

Section: Identifying Gaps In the Literaturementioning

confidence: 99%

Unlocking English Proficiency: Assessing the Influence of AI-Powered Language Learning Apps on Young Learners' Language Acquisition

Vadivel,

Shaban,

Ahmed

et al. 2023

In today's technologically advanced setting, the integration of AI-powered language learning applications has significantly impacted how young learners acquire language proficiency, particularly in English. This study seeks to examine the influence of these innovative tools on the language acquisition process of young students. Through a comprehensive analysis of existing literature, empirical research, and case studies, this research aims to elucidate the multifaceted impact of AI-powered language learning apps on language proficiency among young learners. The investigation begins by exploring the theoretical frameworks underpinning language acquisition and the role of technology, specifically AI, in facilitating language learning. By assessing the effectiveness of these applications in diverse learning environments, the study evaluates their ability to enhance linguistic skills, cultural understanding, and overall proficiency in the English language among young students. Furthermore, it investigates the potential challenges and limitations associated with the utilization of AI-powered language learning apps, considering factors such as individual learning styles, technological access, and educational settings. Through meticulous analysis and synthesis of data, this research endeavors to provide valuable insights into optimizing the integration of AI-powered language learning applications within educational curricula. Understanding the nuances of these tools' impact on young learners' language acquisition processes can aid educators, policymakers, and developers in harnessing their potential effectively.

“…Comprehension abilities, as evidenced by better understanding and interpretation of technical texts and lectures [26].…”

Section: Writingmentioning

confidence: 99%

Utilizing Gamification Techniques for English Language Instruction in Tamil Nadu's Engineering Institutions

Shanmugam,

Saravanan,

Jeevarathinam

2023

This study investigates the efficacy of incorporating gamification methodologies to facilitate English language acquisition within the academic setting of engineering colleges in Tamil Nadu. The emphasis lies in addressing the language barriers faced by students pursuing technical education by integrating engaging and interactive game-based approaches into the pedagogical framework. By employing various gamified strategies, such as language-oriented puzzles, simulations, and interactive digital platforms, this research aims to enhance language proficiency, communication skills, and overall engagement among engineering students. The study employs both qualitative and quantitative methodologies to assess the impact of gamification on English language learning outcomes. Additionally, the research analyzes the perceptions of students and educators regarding the effectiveness and acceptance of these innovative techniques. The findings are expected to provide valuable insights into the integration of gamification as a supplementary tool for improving English language proficiency in technical educational institutions.