Using Personal Portable Devices as Learning Tools in the English Class

Díaz, Luz Edith Herrera; Ramos, María de los Milagros Cruz; Sanchez, Mario Alberto Sandoval

doi:10.19183/how.21.2.5

Cited by 6 publications

(3 citation statements)

References 2 publications

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“…With the rapid growth of mobile technologies as well as the explosion in the number of educational applications and mobile devices, a large number of studies have been conducted about the use of mobile devices in education [1][2][3][4]. Widespread ownership of mobile devices has cued researchers to pay attention to mobile devices as potential media to deliver learning content [5][6][7], and to consider how to use mobile devices as pedagogical support tools [8,9]. Educators have not only begun to use mobile technologies in formal classroom settings but have also integrated such technologies into informal education settings in daily life [7,9].…”

Section: Introductionmentioning

confidence: 99%

The Effects of Using Mobile Devices on Student Achievement in Language Learning: A Meta-Analysis

et al. 2018

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The use of mobile technologies has recently received great attention in language learning. Most research evaluates the effects of employing mobile devices in language learning and explores the design of mobile-learning interventions that can maximize the benefits of new technologies. However, it is still unclear whether the use of mobile devices in language learning is more effective than other instructional approaches. It is also not clear whether the effects of mobile-device use vary in different settings. Our meta-analysis will explore these questions about mobile technology use in language learning. Based on the specific inclusion and exclusion criteria, 22 d-type effect sizes from 20 studies were calculated for the meta-analysis. We adopted the random-effects model, and the estimated average effect was 0.51 (se = 0.10). This is a moderate positive overall effect of using mobile devices on language acquisition and language-learning achievement. Moderator analyses under the mixed-effects model examined six features; effects varied significantly only by test type and source of the study. The overall effect and the effects of these moderators of mobile-device use on achievement in language learning are discussed.

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Section: Introductionmentioning

confidence: 99%

The Effects of Using Mobile Devices on Student Achievement in Language Learning: A Meta-Analysis

et al. 2018

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“…A third group of studies is made up of exploring how student-teachers use technology innovations. In the research conducted by Herrera, Cruz, and Sandoval (2014) in a university in Mexico, student-teachers implemented the use of portable devices in order to improve students' performance in the English class and found that it is a significant and efficient tool for learning because students feel enthusiastic to participate. In the research carried out by Espitia and Kwinta (2012), they implemented the Buddy System, a system that helps to promote online interaction among students of the English courses in Universidad de la Sabana in Colombia.…”

Section: Other Paths Other Walkersmentioning

confidence: 99%

Living the Teaching Practicum Within Dichotomies: The Story From Within When Implementing ICTs in the English Language Classroom

Capador

Nieto

2018

HOW

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This article reports the results of an introspective research conducted by a student-teacher and her advisor. Both met regularly over a period of one year and a half as part of the student-teacher academic work for the Research I class. As a result of their conversation the student-teacher and her advisor decided to document the former's experience during her teaching practicum as she was trying to implement an innovation using m-learning in a public school in Bogotá. The analysis of data (narrative introspection, introspective interview, and lesson plans) shows that the student-teacher lived her teaching practicum within dichotomies in three dimensions we named negotiating between epistemologies, making up for logistic/technological flaws, and mending the self: between frustration and achievement.

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“…These technological devices (e.g., laptops, tablets, smartphones, etc.) have allowed students to collect and synthesize information easily and classroom settings as technology has developed and its use increased in recent years (Herrera Díaz, Cruz Ramos, & Sandoval Sánchez, 2014;Ifenthaler & Schweinbenz, 2013;Kim et al, 2014;Moran, Hawkes, & El Gayar, 2010).…”

Section: Introductionmentioning

confidence: 99%

Effect of Text-to-Speech and Human Reader on Listening Comprehension for Students with Learning Disabilities

Brunow

Cullen

2021

Computers in the Schools

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Students with learning disabilities in reading often have difficulty with comprehension. In this study, four participants with learning disabilities, ages 16 and 17, were assessed in listening comprehension using an alternate treatment design to determine the effect of two treatments (a) text-to-speech, and (b) human reader on listening comprehension using text excerpts and multiple-choice listening comprehension quizzes from Harper Lee's novel To Kill a Mockingbird. Results, although mixed, found that mean scores for listening comprehension were greater during the human reader treatment. Implications and conclusions of this study revealed that text-to-speech may benefit students with learning disabilities who struggle with reading and comprehension when used as a supplement to explicit teacher instruction, however, the text-to-speech was not as effective as a human reader on listening comprehension for students with learning disabilities.

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Using Personal Portable Devices as Learning Tools in the English Class

Cited by 6 publications

References 2 publications

The Effects of Using Mobile Devices on Student Achievement in Language Learning: A Meta-Analysis

The Effects of Using Mobile Devices on Student Achievement in Language Learning: A Meta-Analysis

Living the Teaching Practicum Within Dichotomies: The Story From Within When Implementing ICTs in the English Language Classroom

Effect of Text-to-Speech and Human Reader on Listening Comprehension for Students with Learning Disabilities

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