Mobile, Open and Social Language Learning Designs and Architectures

Kukulska‐Hulme, Agnes; Arus-Hota, Jorge; Laborda, Jesus Garcia

doi:10.3897/jucs.68852

Cited by 7 publications

(2 citation statements)

References 14 publications

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“…A disseminated possession of mobile appliances postulate that scholars are procure and engage in occurrences determined by their compulsions and circumstances of mobile appliances prescription, comprising those consequential of greater mobility and flexibility [46], [51], [52]. In proportion to several studies [46], [53]- [55], technology enactment may fail by placing on users (educators), including recurrently Int J Eval & Res Educ ISSN: 2252-8822  discarded based on the planning approach as getting inadequate training.…”

Section: Mall-vct Implementation For L2-vk Listening-reading-competencesmentioning

confidence: 99%

Scholar’s vocabulary-knowledge favored listening-reading tenets: Concurrences from Madura

Wicaksana,

Hasanah,

Pradipta

et al. 2023

IJERE

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The study objective was to seek the favored tenets betwixt mobile-assisted-language-learning (MALL) listening-reading appliances by video-conferencing-technology (VCT) and direct-listening-reading appliances to Madurese-scholar’s second-language (L2) vocabulary-knowledge (VK) listening-reading competencies. The analysis of variance (ANOVA), which produced concurrences, contained 41 scholars in two distinct emplacements amidst a Madurese-scholars preponderance and the different amounts in groups. Several significant conclusions emerged from the current ANOVA analysis. First, the comprehensive implication betwixt MALL listening-reading-appliance and direct-listening-reading-appliance to scholar’s L2-VK listening-reading competencies was not substantiated because it was more than level significant (0.440>0.05). Second, we convened cognizance by direct perception, inside and outside deliberation, and documented it. Third, the cross-examination eventualities of perception-documentation were coded, and research eventualities established the Madurese-scholar higher education framework to pervade case study evidence vacuity that aims to scrutinize: i) the Madurese-scholar teaching-learning peculiarities performance of MALL-VCT-Zoom and Smart-TV multimedia edification; ii) Madurese-scholar interminable concurrences in MALL-VCT-Zoom and Smart-TV; and iii) impediments obtain by MALL-VCT-Zoom and Smart-TV during participation in edification. Irrevocably, concurrence betwixt MALL-VCT-Zoom and smart-TV to scholars’ L2-VK listening-reading competencies were interrelated impacts as Madurese-scholars can learn conveniently with their necessity and concurrently utilize smart-TV or Zoom despite their impediments.

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Section: Mall-vct Implementation For L2-vk Listening-reading-competencesmentioning

confidence: 99%

Scholar’s vocabulary-knowledge favored listening-reading tenets: Concurrences from Madura

Wicaksana,

Hasanah,

Pradipta

et al. 2023

IJERE

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show abstract

“…[18]. Additionally, the new types of assessment tasks and items should consider not only virtual forms of exam delivery (traditionally on desktops) but also new ubiquitous devices [19]. In order to achieve more communicative test-items forms the following proposal of items are described in table 1.…”

Section: New Paradigms In Computer Assisted Languages Testing Tasksmentioning

confidence: 99%

Alternative Computer Assisted Communicative Task-based Language Testing: New Communicational and Interactive Online Skills

Magal-Royo

Laborda

Cantallops

et al. 2021

Int. J. Emerg. Technol. Learn.

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Computer-assisted language learning knowledge tests should no longer be designed on traditional skills to measure individual competence through traditional skills such as reading, comprehension and writing, but instead, it should diagnose interactive and communication skills in foreign lan-guages. In recent years in online education, it has been necessary to review the concept of interactive competence in digital environments in a comple-mentary way to its traditional use. It is important to promote a new typolo-gy of alternative tasks and items in tests where examinees can prove a real interactive performance in communication and interaction through the digi-tal scenario. This should be done through tools that facilitate oral negotia-tion, the management and understanding of the information extracted from online repositories, the search for suitable online digital material, and the use of new modes of audio-visual communication. Although some of these tasks have been used in a complementary way in the design of language tests previously: it is true that they have not been applied in a coherent way to be used as an assessment tool. A first approach was made by Miguel Ál-varez, García Laborda & Magal-Royo (2021) in the development of oral ne-gotiation skills through the use of interactive tools. The current online as-sessment models analyzed by García Laborda & Álvarez Fernández (2021) indicate the need to seek new ways of assessing foreign languages through the design of tests that fit in the current digital and interactive world.

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Motivation, Learning Strategies, and Outcomes in Mobile English Language Learning

Sukjairungwattana

2022

Asia-Pacific Edu Res

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Mobile, Open and Social Language Learning Designs and Architectures

Cited by 7 publications

References 14 publications

Scholar’s vocabulary-knowledge favored listening-reading tenets: Concurrences from Madura

Scholar’s vocabulary-knowledge favored listening-reading tenets: Concurrences from Madura

Alternative Computer Assisted Communicative Task-based Language Testing: New Communicational and Interactive Online Skills

Motivation, Learning Strategies, and Outcomes in Mobile English Language Learning

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