Use of ePortfolios to improve English speaking skills by learners of English as a foreign language

Bensalem, Elias; Alenazi, Fahad

doi:10.15178/va.2023.156.e1434

Cited by 2 publications

(2 citation statements)

References 22 publications

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“…Afterward, social networks have been shown to improve students' willingness to read in English and their listening and speech (Cárdenas et al, 2010;Yunita & Maisarah, 2020). Furthermore, several researchers have explored using various social media apps as educational aids for teaching and learning English (Bensalem & Alenazi, 2022;Moreira Aguayo et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Examining Students’ Perceptions of Indonesian High School Students on the Use of TikTok in Learning English

Fata,

M. Nur,

Alya

2023

Vis. J. Lang. Foreign Lang. Learn.

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With the availability of mobile devices and Web 2.0 technologies, various networking apps have become essential to English language learning (ELL). TikTok, a global app similar to YouTube, WhatsApp, Instagram, and Twitter, is becoming increasingly popular. TikTok is a video-sharing app that allows users to produce and share content while discovering material from other users. TikTok has yet to be thoroughly researched for educational purposes. However, some research suggests that social media can help language learners. This study evaluated Islamic school students' perspectives on using TikTok to learn English to enhance four English skills. In this study, 55 high school students from an Islamic country participated in an online quantitative research survey. The information was gathered using a Google Forms questionnaire. According to the research, students were enthusiastic about utilizing TikTok as a visual aid in enhancing their English skills. Writing was discovered to be the least likely of the four English skills to develop using TikTok Apps. Besides, students also stated a high preference for watching native English channels rather than local channels when learning English. As a result, TikTok has the potential to affect pupils' English proficiency positively. As a result, students and teachers can mix social networking apps to enhance English teaching and learning. Further research may be performed to look at students' voices, in the future teachers' views, and an experimental classroom design.

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Section: Discussionmentioning

confidence: 99%

Examining Students’ Perceptions of Indonesian High School Students on the Use of TikTok in Learning English

Fata,

M. Nur,

Alya

2023

Vis. J. Lang. Foreign Lang. Learn.

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“…The activation of pleasure centers in the brain, accompanied by the release of dopamine, a neurotransmitter associated with the sensation of reward and satisfaction, plays an essential role in this process (Schultz, 2016). Numerous studies globally have confirmed that when future educators experience genuine enjoyment while practicing oral expression in English, it creates a conducive environment for developing their language skills (Bensalem, 2022).…”

Section: Introductionmentioning

confidence: 99%

Enjoyment and oral English proficiency in future teachers

Guerra Ayala,

Reynosa Navarro,

Durand Gómez

et al. 2024

Front. Educ.

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This study analyzed the relationship between enjoyment and oral English proficiency in Peruvian future teachers. It previously validated a measurement instrument of enjoyment setting for future teachers who are learners of English as a Foreign Language (EFL) and then delved into understanding the role of enjoyment as a predictor of oral proficiency. The sample comprised 119 students from a State Higher School of Education in Peru, randomly selected from various careers and grouped according to English language competency levels ranging from A1 to B1+ based on a subscale inspired by the Common European Framework of Reference (CEFR). Students’ oral proficiency was evaluated using a rubric covering five aspects, and enjoyment was assessed through a nine-question questionnaire. The results initially demonstrated a significant positive relationship (r = 0.900, p < 0.001) between enjoyment and oral proficiency in EFL. Secondly, a linear regression model determined that enjoyment was a highly significant predictor (β = 0.957, p < 0.001) of oral proficiency. These findings support the importance of enjoyment in developing oral proficiency as a reliable tool to predict oral proficiency in EFL in the context of EFL teacher education. This study highlighted a significant influence of enjoyment on oral proficiency in learning EFL to prospective teachers. Results analysis underscored the importance of enjoyment as a significant predictor of oral proficiency, suggesting that promoting enjoyment in the learning and teaching process can be an effective strategy to foster significant development of oral skills in English. These findings have significant implications for teacher education, emphasizing the need to integrate activities and psycho-pedagogical approaches that promote enjoyment in the English classroom. Furthermore, the proposed model was validated as a reliable tool to assess teachers’ enjoyment of learning EFL. Understanding and nurturing enjoyment in learning English can significantly enhance the oral English proficiency of future teachers and, ultimately, contribute to a more robust command of the EFL.

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Use of ePortfolios to improve English speaking skills by learners of English as a foreign language

Cited by 2 publications

References 22 publications

Examining Students’ Perceptions of Indonesian High School Students on the Use of TikTok in Learning English

Examining Students’ Perceptions of Indonesian High School Students on the Use of TikTok in Learning English

Enjoyment and oral English proficiency in future teachers

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