Self-directed learning of core vocabulary in English by EFL learners: comparing the outcomes from paper and mobile application flashcards

2021 ◽  
Author(s):  
Ismail Xodabande ◽  
Asqar Pourhassan ◽  
Mohammadreza Valizadeh
Keyword(s):  
Mobile Application ◽  
Self Directed Learning ◽  
Efl Learners ◽  
Directed Learning ◽  
Core Vocabulary

scholarly journals Self-directed Learning via Contemplative Teaching to Promote Reading Comprehension Ability

2018 ◽  
Vol 11 (12) ◽  
pp. 58 ◽  
Author(s):  
Fatemeh Giveh
Keyword(s):  
Reading Comprehension ◽  
Theory And Practice ◽  
Control Group ◽  
Self Directed Learning ◽  
Efl Learners ◽  
Positive Attitudes ◽  
Quasi Experimental ◽  
Directed Learning ◽  
L2 Instruction ◽  
Experimental Group

The present study tried to investigate one of the options for improving self-directed learning in Iranian EFL learners, i.e., contemplative L2 instruction with a flavor of transformative instruction. Accordingly, it adopted a quasi-experimental design to investigate the influential effects that contemplative teaching would exert on Iranian EFL learners’ L2 self-directed learning and reading comprehension abilities. To this end, two groups of Iranian EFL learners were taught on the L2 through either contemplative teaching (Experimental Group) or a traditional method (Control Group). The results of the study indicated that contemplative teaching, accompanied with transformative instruction, would in fact have significant effects on Iranian EFL learners’ L2 autonomy, i.e., self-directed L2 learning, and L2 reading comprehension skills. In addition, the analysis of the qualitative indicated that the participants in the Experimental Group held positive attitudes towards contemplative and transformative L2 instruction and believed these instructional strategies would create a supporting and viable classroom atmosphere. The findings of this study would have significant implications for both theory and practice on L2 contemplative teaching, self-directed learning, and reading comprehension.

Autonomy and Interdependence in a Self-Directed Learning Course

Relay Journal ◽  
2019 ◽  
pp. 218-227
Author(s):  
Paul J. Moore ◽  
Jo Mynard ◽  
Isra Wongsarnpigoon ◽  
Kie Yamamoto
Keyword(s):  
Research Methods ◽  
Relevant Literature ◽  
Ongoing Study ◽  
Foreign Languages ◽  
Self Directed Learning ◽  
Efl Learners ◽  
Learning Journals ◽  
Directed Learning ◽  
Japanese Learners

This paper provides the background to an ongoing study which aims to investigate ways in which Japanese learners of foreign languages make use of online and offline resources during a period of self-directed study. The researchers are currently collecting data from interviews, learning journals, and other documentation produced by ten EFL learners as part of a self-directed learning course at a university in Japan. This paper will give insights into the rationale and researchers’ motivations for the study, some background on the course, the learners, and the institution; a brief review of the relevant literature; and details of the research methods. Findings will be presented in subsequent publications.

scholarly journals Virtual reality mobile application to improve videoscopic airway training: A randomised trial

2021 ◽  
Vol 50 (2) ◽  
pp. 141-148
Author(s):  
Ying Wei Yau ◽  
Zisheng Li ◽  
Mui Teng Chua ◽  
Win Sen Kuan ◽  
Gene Wai Han Chan
Keyword(s):  
Virtual Reality ◽  
Teaching Methods ◽  
Mobile Application ◽  
Intervention Group ◽  
Control Group ◽  
Traditional Teaching ◽  
Successful Intubation ◽  
Self Directed Learning ◽  
Traditional Teaching Methods ◽  
Directed Learning

Introduction: Flexible bronchoscopic intubation (FBI) is an important technique in managing an anticipated difficult airway, yet it is rarely performed and has a steep learning curve. We aim to evaluate if the integration of virtual reality gaming application into routine FBI training for emergency department doctors would be more effective than traditional teaching methods. Methods: We conducted a randomised controlled trial to compare self-directed learning using the mobile application, Airway Ex* in the intervention group versus the control group without use of the mobile application. All participants underwent conventional didactic teaching and low-fidelity simulation with trainer’s demonstration and hands-on practice on a manikin for FBI. Participants randomised to the intervention arm received an additional 30 minutes of self-directed learning using Airway Ex, preloaded on electronic devices while the control arm did not. The primary outcome was time taken to successful intubation. Results: Forty-five physicians (20 junior and 25 senior physicians) were enrolled, with male predominance (57.8%, 26/45). There was no difference in time taken to successful intubation (median 48 seconds [interquartile range, IQR 41–69] versus 44 seconds [IQR 37–60], P=0.23) between the control and intervention groups, respectively. However, the intervention group received better ratings (median 4 [IQR 4–5]) for the quality of scope manipulation skills compared to control (median 4 [IQR 3–4], adjusted P=0.03). This difference remains significant among junior physicians in stratified analysis. Conclusion: Incorporating virtual reality with traditional teaching methods allows learners to be trained on FBI safely without compromising patient care. Junior physicians appear to benefit more compared to senior physicians. Keywords: Airway management, emergency medicine, intubation, simulation education, virtual reality

scholarly journals THE QUEST OF SELF-DIRECTED LEARNING OF ADULT EFL LEARNERS IN INDONESIAN HIGHER EDUCATION CONTEXT

2019 ◽  
Vol 6 (1) ◽  
pp. 73-90 ◽  
Author(s):  
Nita Sari Narulita Dewi ◽  
Neni Marlina ◽  
Yusup Supriyono
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Student Teachers ◽  
English Language ◽  
Learning Strategy ◽  
Learning Performance ◽  
English Language Learning ◽  
Self Directed Learning ◽  
Efl Learners ◽  
Directed Learning

This research is aimed at questing adult EFL learners’ self-directed learning performance in an Indonesian University. A case study is purposely employed to probing the learning behavior performed by adult learners when English language learning is taken as the context of this research carried out. Three student teachers are determined to be interviewed to obtain data. The acquired data is analyzed using thematic analysis by Braun and Clarke (2006). The study discovers that the EFL learners performed various activities presenting their self-directed learning in terms of learning motivation, learning strategy, self-monitoring, and social competence. This research contributes to body knowledge of English language learning at higher education in which a teacher will be able to choose or select appropriate teaching strategies dealing with learners’ learning behaviour promoting autonomous learning. The findings also suggest the learners to conduct learning process properly since self-directed learning enables the learners to maximize their both internal and external potentials in order to achieve better English achievement.

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