The Implementation of Blended Learning to Enhance English Reading Skills of Thai Undergraduate Students

Yudhana, Sudsuang

doi:10.5539/elt.v14n7p1

Cited by 12 publications

(12 citation statements)

References 8 publications

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“…Information technology has already been used in primary school English classrooms [11]. Compared with the early technology, AR technology has more vivid, richer, and more intuitive information such as images, sounds, and animations, which creates a language learning situation for students, and captures students' attention by stimulating various senses of students [12].…”

Section: Introductionmentioning

confidence: 99%

AR Construction Technology of Blended English Teaching Mode in Colleges

Gao

2022

Wireless Communications and Mobile Computing

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Because the educational goals set by the traditional teaching mode are too single, students gradually lose interest in learning. In the information age, there are more and more cases of various emerging technologies being applied to the field of education, and college English education should also be strengthened. The application of these technologies will help to realize the diversified development of the presentation of teaching content. AR has developed rapidly. It can help people connect with the virtual world, obtain information in real time, and apply it in teaching classrooms to help students participate in knowledge exploration and strengthen student-student and teacher-student interaction. This research designs and develops a blended English case teaching resource based on AR, applies the teaching resource to the classroom of universities, and then tests the application effect of the resource.

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Section: Introductionmentioning

confidence: 99%

AR Construction Technology of Blended English Teaching Mode in Colleges

Gao

2022

Wireless Communications and Mobile Computing

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“…El E4, no formó las representaciones mentales a partir del texto leído ni integró la información contenida en la lectura con sus conocimientos previos (Salmerón, et al, 2005). Esto, redundó en que no entendiera la actividad de práctica de comprobación de la comprensión lectora (Yudhana, 2021).…”

Section: Estrategias De Lectura Aplicadas Por Los Estudiantesunclassified

“…Las tecnologías digitales deben ser fundamentales en la educación, pues aprender a manejar las tecnologías, en las que están inmersas las redes sociales, los vídeojuegos, los teléfonos inteligentes y demás servicios web, son necesarias para consultar información y, para tener más herramientas de desarrollo intelectual, personal y social. La tecnología debe adaptarse a las necesidades específicas del medio en donde ejerce su función para que su uso y apropiación incida en las capacidades personales y grupales de los estudiantes (Marulanda, et al, 2014;Yudhana, 2021). El manejo de las TIC y sus mediaciones, inciden, además, en la posibilidad de que los estudiantes sean laboralmente más competitivos.…”

Section: Introductionunclassified

Uso didáctico de los textos hipermediales para la promoción de la lectura inferencial en inglés

Álvarez

Chaparro

2022

Sophia

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Frente a los retos que implicó la enseñanza y el aprendizaje del inglés durante el tiempo de pandemia provocada por el Sars-Covid19, en la educación secundaria y media, se planteó un estudio que tenía como objetivo analizar el uso didáctico de los textos hipermediales para la promoción de la lectura inferencial en inglés en estudiantes de habla española, que se encontraban cursando el grado once. La metodología aplicada fue el estudio de caso colectivo, donde participaron cinco estudiantes de una institución educativa pública de la ciudad de Medellín, Colombia. Los instrumentos utilizados fueron el diario de campo, para el registro de la información sobre el desarrollo de los talleres y la encuesta electrónica, para conocer la perspectiva de los estudiantes. En los resultados emergieron tres categorías: aportes de las características hipermediales a la lectura inferencial, estrategias de lectura aplicadas por los estudiantes y dificultades presentadas en la intervención didáctica. En las conclusiones se afirma que las características de los textos hipermediales diversifican las posibilidades de comprensión de los textos en inglés por parte de los estudiantes con diferentes niveles de dominio de la lengua extranjera. Por otra parte, cuando el diseño de las actividades está sobrecargado de recursos hipermediales afecta el interés y las habilidades cognitivas asociadas a la lectura de los estudiantes.

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“…In addition, teachers’ feedback cycle is relatively long, so students’ questions cannot be answered in time. Teachers have begun to use computers and the internet to assist Chinese language and literature teaching, but they lack initiative ( Yudhana, 2021 ). The key to solving this problem is how to cultivate and improve students’ Chinese language and literature reading ability or reading strategies.…”

Section: Introductionmentioning

confidence: 99%

Creative thinking in the teaching of Chinese language and literature in colleges from the perspective of educational psychology

2022

Front. Psychol.

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In the major of Chinese language and literature, the reading of Chinese language and literature is the most basic part. With the development of internet technology, the teaching of Chinese language and literature has also ushered in new changes. In order to better innovate the teaching methods of Chinese language and literature education according to the emerging internet technology, this study applies the scaffolding teaching model based on educational psychology to Chinese language teaching. Firstly, the educational psychology and scaffolding teaching theory are analyzed, and a scaffolding teaching model of educational psychology is proposed. Secondly, this model is applied to the teaching of Chinese language and literature majors in colleges, and teaching experiments are carried out. The results show that the Chinese language and literature reading anxiety of the students in the experimental class has been alleviated to a certain extent. After using the scaffolding teaching model based on human-computer interaction and educational psychology to conduct teaching experiments, the average reading anxiety of the experimental class is 67.13 points, and the average reading anxiety of the control class is about 76.52 points. The average post-test reading anxiety of the experimental class is 9.39 points lower than that of the control class. The students’ Chinese language and literature scores improve after the experiment. Therefore, the scaffolding teaching model based on educational psychology can be used in the teaching of Chinese language and literature majors in colleges and universities. This study can realize the effective teaching inside and outside the classroom of Chinese language and literature in colleges and universities, promote the deep integration of educational psychology and the teaching of Chinese language and literature, and provide a new teaching idea for Chinese language and literature teachers.

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The Implementation of Blended Learning to Enhance English Reading Skills of Thai Undergraduate Students

Cited by 12 publications

References 8 publications

AR Construction Technology of Blended English Teaching Mode in Colleges

AR Construction Technology of Blended English Teaching Mode in Colleges

Uso didáctico de los textos hipermediales para la promoción de la lectura inferencial en inglés

Creative thinking in the teaching of Chinese language and literature in colleges from the perspective of educational psychology

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