“…They generally stated that Twitter helped to improve their writing and their views about writing. This finding is similar to those of many studies that show evidence of Twitter's utility in language learning and specifically writing (Altakhaineh & Al-Jallad, 2018;Ammar, 2016;Dommett, 2019;Kartal & Korucu-Kis, 2020;Mompean & Fouz-González, 2016;Wu, 2020).…”
Section: The Students' Views About the Use Of Twitter In Their Writinsupporting
confidence: 89%
“…At the same time, teachers become facilitative agents rather than dominant figures. Furthermore, the shift toward digital pedagogy intends to move teaching and learning beyond classroom walls (Kartal, & Korucu-Kis, 2020). However, this movement requires a great deal of effort to be exerted in teaching and assessment.…”
The use of Twitter as an auxiliary tool for language teaching and learning has recently caught the attention of many researchers. Many studies revealed that Twitter has the potential to facilitate students' improvement in writing. Twitter can help second language (L2) writers and foreign language (FL) writers, including non-native speakers of Arabic (NNSA). The current qualitative case study intends to investigate the utilization of Twitter in improving nonnative Arabic speakers' written production. The participants in the study were 34 non-Arabic speakers who represented different nationalities (N= 8). Data were collected from the students' actual participation in the Arabic Hashtag program designed for this purpose (#I_Learn_Arabic) and from interviews with students. All the tweets in the Hashtag were qualitatively analyzed. The results show that the use of Twitter has generated different types of writing that benefit the students' learning. Thus, the study offers insights into classroom teaching and the integration of social medial into writing classes.
“…They generally stated that Twitter helped to improve their writing and their views about writing. This finding is similar to those of many studies that show evidence of Twitter's utility in language learning and specifically writing (Altakhaineh & Al-Jallad, 2018;Ammar, 2016;Dommett, 2019;Kartal & Korucu-Kis, 2020;Mompean & Fouz-González, 2016;Wu, 2020).…”
Section: The Students' Views About the Use Of Twitter In Their Writinsupporting
confidence: 89%
“…At the same time, teachers become facilitative agents rather than dominant figures. Furthermore, the shift toward digital pedagogy intends to move teaching and learning beyond classroom walls (Kartal, & Korucu-Kis, 2020). However, this movement requires a great deal of effort to be exerted in teaching and assessment.…”
The use of Twitter as an auxiliary tool for language teaching and learning has recently caught the attention of many researchers. Many studies revealed that Twitter has the potential to facilitate students' improvement in writing. Twitter can help second language (L2) writers and foreign language (FL) writers, including non-native speakers of Arabic (NNSA). The current qualitative case study intends to investigate the utilization of Twitter in improving nonnative Arabic speakers' written production. The participants in the study were 34 non-Arabic speakers who represented different nationalities (N= 8). Data were collected from the students' actual participation in the Arabic Hashtag program designed for this purpose (#I_Learn_Arabic) and from interviews with students. All the tweets in the Hashtag were qualitatively analyzed. The results show that the use of Twitter has generated different types of writing that benefit the students' learning. Thus, the study offers insights into classroom teaching and the integration of social medial into writing classes.
“…Moreover, the exam-centric education system in Turkey prevents even student teachers of English focusing on communication skills. As a result, beginning from the first year of the language teacher education programs, students have to put extra effort to improve speaking, writing, and pronunciation skills (Kartal & Korucu-Kis, 2019;Kartal & Özmen, 2018). WhatsApp provided promising findings on improving communication skills.…”
Section: Results Concerning the Language Learning Benefits Of The Empmentioning
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“…However, the data samples of these speech databases are limited. Because there are many types of speech, it is difficult to get close to life in terms of semantics and speech selection [12,13]. is leads to the lack of generality and wide applicability in the research of speech databases.…”
Section: Speech Recognition Methods Of Edgementioning
English speech modeling is one of the key problems in the field of speech recognition. Its accuracy directly affects the performance of the English speech recognition system, and how to establish a more accurate acoustic model has always been the focus of researchers. This paper is based on the intelligent edge detection algorithm of the English speech optimization teaching recognition modeling simulation analysis to improve the accuracy of acoustic models such as parameters and the performance of continuous speech recognition system as the main purpose. In this paper, the accuracy of the neural network is improved on the premise of improving the training speed and decoding speed of the model. It proposes a new model and how to use the intelligent edge detection algorithm to build a complete English speech optimization teaching recognition system. The whole system includes the mobile terminal and the server, which realizes the most basic business logic of the speech recognition system. The experimental results of this paper show that from the point of view of the average recognition rate, the recognition effect of the optimized feature set has been further improved compared with the fusion feature. From the point of view of the recognition rate under different SNR environments, the recognition rate of the optimized feature set PCA-Features2 decreased by 0.47% compared with the FFPRLS_D + TEOCC feature set under 10dB10 words. Compared with the FFPLMS_D + TEOCC feature set, the recognition rate under 5dB10 words also drops by 0.47%.
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