Organization of Foreign Languages Blended Learning in COVID-19 Conditions by Means
            of Mobile Applications

Бардус, Ірина; Herasymenko, Yuliia; Nalyvaiko, Oleksii; Rozumna, Tetiana; Vaseiko, Yuliia; Pozdniakova, Valentyna

doi:10.18662/rrem/13.2/421

Cited by 11 publications

(3 citation statements)

References 12 publications

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“…There are several pedagogical advantages of using mobile technology in BL delivery modality; for instance, Bardus and his colleagues [77] did research involving 100 students at the universities of Karazin and Berdyansk. Their findings indicated that the use of mobile applications to learn foreign languages in BL had a favorable effect on students' motivation and perspective of language learning.…”

Section: Mobile Applications-assisted Instruction and Physical Educat...mentioning

confidence: 99%

The Impact of Mobile Application-Assisted Instruction on Intrinsic Motivation and Sports Nutrition Knowledge: The Case of Blended Learning

Ajlouni,

AlKasasbeh,

Al-Shara'h

et al. 2023

Int. J. Emerg. Technol. Learn.

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Abstract— In the physical education literature, E-learning in terms of online or blended learning has been lacking and facing several challenges which highlighted a need to conduct more research to investigate modern instruction in the context of physical education. This study is one of the few to determine the impact of Mobile Application-Assisted Instruction (MAAI) on intrinsic motivation and sports nutrition knowledge in a blended learning setting. The “KI-coach” app has been used as a state of an art mobile application based on artificial intelligence. This study adopted quasi experimental approach. Students were randomly assigned into a control group (n=25) that received the convolutional instruction method and an experimental group (n=25) that received MAAI. Study groups adopted a blended learning approach. Measures of intrinsic motivation and sports nutrition knowledge were administered to both groups before and after teaching the nutrition and physical performance course. The ANCOVA analysis revealed a statistically significant difference between the mean scores of the two groups on intrinsic motivation and sports nutrition knowledge. These findings indicated that using MAAI in blended learning promoted the development of intrinsic motivation and enhanced sports nutrition knowledge among physical education students. These findings encourage the decision-makers at the Ministry of higher education and physical education instructors to improve blended learning instruction and practice.

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Section: Mobile Applications-assisted Instruction and Physical Educat...mentioning

confidence: 99%

The Impact of Mobile Application-Assisted Instruction on Intrinsic Motivation and Sports Nutrition Knowledge: The Case of Blended Learning

Ajlouni,

AlKasasbeh,

Al-Shara'h

et al. 2023

Int. J. Emerg. Technol. Learn.

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“…A single pedagogical approach is insufficient to improve Thai high school students' language and cognitive skills, and the use of an additional novel pedagogical strategy, such as mobile-assisted language learning (MALL), is needed. Researchers have examined the effectiveness of MALL on English language learning and critical thinking skills and concluded that mobile devices can improve students' learning, while students also tend to have universally positive attitudes toward the use of this technology to promote linguistic and critical thinking development (Each & Suppasetseree, 2021;Gaber, 2015;Bardus, 2021). However, even a combination of MALL and BL may not be adequate to sharpen Thai high school students' critical reading skills.…”

Section: Introductionmentioning

confidence: 99%

The Effects of Mobile Blended Active Language Learning on the English Critical Reading Skills of High School Students in Thailand

Yang

Dibyamandala²,

Mangkhang³

2022

JCT

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Due to the tumultuous COVID-19 pandemic, the use of advanced technology in language education is currently on the rise, with English education being no exception. Simultaneously, the advancement and expansion of technology provide English as a foreign language students with multiple channels and opportunities to reinforce the four skills of English (reading, writing, speaking, and listening) to varying degrees both inside and outside the classroom. While previous studies have highlighted the feasibility and sustainability of blended learning in facilitating English skills, few studies have investigated the impact of mobile blended active language learning (MBALL) on promoting the English critical reading skills of Thai high school students. In hopes of filling this gap, the present study used both quantitative and qualitative methodologies to investigate the effects of MBALL on improving Thai high school students' English critical reading skills and their opinions on the use of MBALL. Pre- and post-tests were used to compare the students' critical reading scores before and after the MBALL implementation. A questionnaire was used to determine the students’ opinions on the use of MBALL, and individual semi-structured interviews were employed to obtain more-detailed information. The results of the tests revealed that the Thai high school students' English critical reading skills had improved after implementation of the MBALL curriculum. Furthermore, the findings of the questionnaire and interviews suggested that the Thai high school students were enthusiastic about the use of MBALL.

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“…An analysis of the scientific literature has shown that the problem of the quality of education has become highly relevant since the onset of the pandemic (Chick et al, 2020;Elumalai et al, 2021). Scientists consider various aspects of learning during a pandemic and online learning in general: satisfaction with the online learning process (Chen et al, 2020); adaptation and communication in the digital space (Dorsi et al, 2021;Plass & Pawar, 2020a;2020b;Vanherle, 2021); motivation in online learning environments (Dragon, 2019); new forms of forced online interaction (Bardus, et al, 2021;Nalyvaiko, et al 2021;Plass & Pawar, 2020a;Serhan, 2020); comparison of online and offline learning (Goss et al, 2021); monitoring in higher education (Lane & D'Mello, 2018); risks and prospects of forced distance learning (Neuwirth et al, 2021;Zhu & Liu, 2020); involvement in the learning process (Wang, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Quality of Education in the Conditions of Forced Distance Learning Caused by COVID-19

Kreydun¹,

Nalyvaiko

Ivanenko

et al. 2022

RREM

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The article presents the results of a study of the quality of education in conditions of forced distance learning in the initial conditions of the introduction of quarantine restrictions caused by COVID-19. The study was conducted in two stages to identify the quality of education in conditions of forced distance learning for teachers and students from 03.30.2020 to 04.04.2020. The study involved teachers in the amount of 42 people. To study the perception of the image of students by teachers in the framework of forced distance and classroom learning, a questionnaire was developed that covers various aspects of student activity under quarantine restrictions. The survey involved 326 students from different faculties. Students were asked to answer questions regarding their assessment of the educational process in conditions of forced distance learning. This helped to determine some aspects of the quality of education in the conditions of forced distance learning. The results showed that the quality of education in the opinion of teachers after the transition to forced distance learning gives reason to talk about the emergence of perceptual-cognitive dissonance among teachers, because the information that they receive in the process of communicating with students online does not meet their own expectations in many ways perception, imagination, analysis (due to the minimum of information during communication), which is about the typical direct process of interaction with students, their personal experience regarding this interaction. Thus, for students of all courses, the quality of education is associated with both personal and professional growth. Our study showed that, despite the fact that students are aware of the need to form personal qualities, they do not fully understand what these qualities are and in what ways they need to be developed.

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Organization of Foreign Languages Blended Learning in COVID-19 Conditions by Means of Mobile Applications

Cited by 11 publications

References 12 publications

The Impact of Mobile Application-Assisted Instruction on Intrinsic Motivation and Sports Nutrition Knowledge: The Case of Blended Learning

The Impact of Mobile Application-Assisted Instruction on Intrinsic Motivation and Sports Nutrition Knowledge: The Case of Blended Learning

The Effects of Mobile Blended Active Language Learning on the English Critical Reading Skills of High School Students in Thailand

The Quality of Education in the Conditions of Forced Distance Learning Caused by COVID-19

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