Understanding the nature of learners’ out-of-class language learning experience with technology

Lai, Chun; Hu, Xiao; Lyu, Boning

doi:10.1080/09588221.2017.1391293

Cited by 101 publications

(102 citation statements)

References 40 publications

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“…The items in the TSELSS originated from two major sources: 1) adaptation of items in some existing relevant questionnaires [ 8 , 44 – 47 ]; 2) interviews with twenty EFL students about their technology-based English learning experiences. The initial 36 items generated from the literature and interviews with the EFL students were then subjected to judgment of a group of three experts in the field of technology-assisted language learning who were research-active and were also enthusiastic in integrating technology into tertiary-level EFL classroom teaching to examine the face and content validity of the items generated.…”

Section: This Studymentioning

confidence: 99%

Profiling Chinese EFL students’ technology-based self-regulated English learning strategies

Gan

Wang

2020

PLoS ONE

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This article reports the development and validation of an instrument, the Technology-Based Self-Regulated English Learning Strategies Scale (TSELSS), in terms of its multifaceted structure of self-directed use of technology in English learning among Chinese university EFL students. TSELSS was developed through a three-phase process, focusing on the domain of self-regulated English learning in technology-assisted conditions. The first phase involved the generation of an item pool, the second a pilot study ( N = 164) aimed at identifying the factor structure of TSELSS using exploratory factor analysis, and the third an examination of the psychometric properties of the revised TSELSS using confirmatory factor analysis with another independent sample of students ( N = 525). Furthermore, the concurrent validity of TSELSS was investigated through correlations with students’ English language self-efficacy and English learning outcomes. The final version of the scale is made up of five types of technology-based self-regulated English learning strategies: motivational regulation strategies , goal setting and learning evaluation , social strategies , technology-based English song and movie learning , and technology-based vocabulary learning . The TSELSS can be used as an evaluation tool to appraise EFL students’ technology-based self-regulated English learning experience, and as a research tool to investigate more associations between technology-based self-regulated strategic English learning and other contextual and learner individual factors.

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Section: This Studymentioning

confidence: 99%

Profiling Chinese EFL students’ technology-based self-regulated English learning strategies

Gan

Wang

2020

PLoS ONE

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“…Interaksi dengan bahan ajar dan media teknologi di luar kelas akan mampu membantu peserta ajar untuk mempelajari materi secara mandiri melalui berbagai sumber seperti video online atau Website (Lai, Hu, & Lyu, 2018). Para peserta ajar juga dapat membuat catatan tentang apa yang mereka pelajari di luar kelas untuk dibawa dan didisukusikan ketika kelas berlangsung.…”

Section: Kerangka Konsep Penelitianunclassified

Implementasi Model Pembelajaran Flipped Classroom Guna Meningkatkan Interaksi Belajar Mahasiswa Pada Mata Kuliah Manajemen Informasi Dan E-Administrasi

2019

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Penelitian ini bertujuan untuk mengidentifikasi efektivitas interaksi mahasiswa dalam pembelajaran mata kuliah Manajemen Informasi dan E-Administrasi dengan menggunakan metode flipped classroom (Kelas terbalik). Penelitian ini dilakukan dengan menggunakan pendekatan penelitian metode campuran. Kuesioner dan wawancara individu digunakan untuk mengumpulkan data. 29 responden dari peserta ajar diberikan kuesioner pada akhir semester dan 10 dari mereka dipilih untuk dilakukan wawancara secara individu. Data yang terkumpul dianalisis menggunakan statistik deskriptif dan analisis data menggunakan SPSS. Hasil penelitian ini menunjukkan bahwa peserta ajar memiliki persepsi positif dalam semua komponen interaksi dalam pembelajaran mata kuliah Manajemen Informasi dan E-Administrasi menggunakan menggunakan metode flipped classroom. Output dari penelitian ini telah memberikan kontribusi bagi sebuah perguruan tinggi dalam mengimplementasikan digital pembelajaran inovatif flipped classroom dengan menggunakan media WhatsApp dan YouTube.

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“…Nation (2001: 388) states that "context with language in use should be given more time than decontextualized activities", therefore a language teacher should promote both direct and indirect vocabulary learning with the emphasis on the latter. Thus, out-of-class exposure to non-subtitled TV programs and movies, online resources and written print can contribute a lot to such indirect vocabulary learning, as it affords authentic language use (Pellicer-Sánchez and Schmitt, 2010;Lai et al, 2017), which in the context of scarcity of teaching materials for some disciplines cannot be underestimated.…”

Section: Purpose and Context Of The Researchmentioning

confidence: 99%

“…Considering that modern technologies (the Internet, mobile phones etc.) constitute major venues and resources for indirect and autonomous language learning, the growing research (Kuppens, 2010;Lu, 2010;Stockwell, 2010;Toffoli and Sockett, 2010;Lee, 2017;Lyrigkou, 2017;Lai et al, 2017, Trinder, 2017Jurkovič, 2019) on OILE (online informal learning of English) and its role in second language development is a natural consequence. OILE may be defined as a range of leisure activities, usually undertaken by non-native speakers without clear intention to improve the foreign language, involving exposure to and or use of English, from a variety of internet-based resources and interfaces like music, television series, blogs, vlogs etc.…”

Section: Purpose and Context Of The Researchmentioning

confidence: 99%

“…Language teachers are becoming aware that technological devices are present in every aspect of their students' daily lives hence they attempt to introduce technology into the process of instruction. There is abundant literature that investigates language learning with technology in and beyond the classroom, starting from the issue of CALL and blended learning (Jones, 1986;Banados, 2006;MacDonald, 2006;Sharma and Barrett, 2007;Hockly, 2011;Gruba and Hinkelman, 2012;Jarvis and Achilleos, 2013;Jarvis and Krashen, 2014;Tomlinson and Whittaker, 2013), through Mobile-Assisted Language Learning (MALL) (Kukulska-Hulme, 2009, Kukulska-Hulme, 2012Burston, 2017) finishing with online informal learning of English (Socket, 2014;Socket and Kusyk, 2015;Kusyk, 2017;Lai et al 2017;Trinder, 2017;Arndt and Woore, 2018;Jurkovič, 2019). Yet, not much research has been conducted to date that would refer to the use of technology among students of different disciplines.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The Role of Smartphones for Online Language Use in the Context of Polish and Croatian Students of Different Disciplines

Sierocka

Jurkovič

Varga

2019

Studies in Logic, Grammar and Rhetoric

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Easy and cheap access to the Internet and a wide array of new technologies, such as smartphones, have multiplied opportunities for online informal learning of English (OILE). Yet, despite sizeable research, few studies have examined the issue of OILE in the context of university students of different disciplines. The aim of this research study was to examine the role of online language use through smartphones among students of various disciplines and its possible effects on enhancement of their foreign language skills. The study assumed both qualitative and quantitative methodology encompassing three research instruments: an online survey, the self-assessment language competence grid of the Common European Framework of Reference for Languages (CEFRL; Council of Europe, 2001) and a semi-structured interview. Data were collected with 377 students from two universities: University of Białystok, Poland and University of Osijek, Croatia. The research outcomes indicate that both Croatian and Polish students of different disciplines use their smartphones chiefly for receptive activities with infrequent use for language learning purposes and the predominant use of the mother tongue or English for the listed online activities through smartphones do not significantly affect the self-assessed level of their communicative competence in English. However, it can be stated that the choice of the preponderant language for online use through smartphones, especially for study-related issues, is conditioned by the students' discipline of study. Keywords: English for Specific Purposes (ESP), communicative competence, mobile language learning, online informal learning of English (OILE), discipline of study.

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Understanding the nature of learners’ out-of-class language learning experience with technology

Cited by 101 publications

References 40 publications

Profiling Chinese EFL students’ technology-based self-regulated English learning strategies

Profiling Chinese EFL students’ technology-based self-regulated English learning strategies

Implementasi Model Pembelajaran Flipped Classroom Guna Meningkatkan Interaksi Belajar Mahasiswa Pada Mata Kuliah Manajemen Informasi Dan E-Administrasi

The Role of Smartphones for Online Language Use in the Context of Polish and Croatian Students of Different Disciplines

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