scholarly journals Interactive Mobile Apps (CinTA 2.0) for Dyslexia’s Children Malay Language Therapy Tool: Focus on Malay Language

2018 ◽  
Vol 7 (4.33) ◽  
pp. 510
Author(s):  
Nur Hasni Nasrudin ◽  
Rosida Ahmad Junid ◽  
Siti Khatijah Nor Abdul Rahim ◽  
Zainab Mohamed ◽  
Anis Zafirah Azmi ◽  
...  
Keyword(s):  
Language Development ◽  
Language Learning ◽  
English Language ◽  
Language Disorder ◽  
Mobile Apps ◽  
Educational Systems ◽  
Main Stream ◽  
Language Therapy ◽  
The Aesthetic ◽  
User Friendly

The implementation of mobile apps in the educational systems has kept abreast with the needs of specific learning disability (SLD) children. It was agreed by researchers that technology is able to aid and harness the language development of these children. The use of mobile applications in English language has been widely accepted and implemented among educators. However, it was discovered that most of the applications have scarcely adopted the Malay language as the main stream to aid Malay language development of these children. Thus, it is imperative to set the aim of this paper to introduce an interactive mobile apps that uses Malay Language as the Therapy Tool for the Dyslexic Children in improving their language learning processes. The uniqueness of this app falls on the aesthetic value that is implemented in CInTA 2.0. The app is user friendly which applied multi-sensory technique that is suitable for learners with language disorder, specifically dyslexic children.  

scholarly journals THE SIOP MODEL AS AN EMPOWERING TEACHING METHOD FOR ENGLISH LANGUAGE LEARNERS - A STUDY CASE

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Mustapha Boughoulid
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
English Language ◽  
Teaching Method ◽  
Mother Tongue ◽  
Economic Status ◽  
Educational Systems ◽  
Quasi Experimental

The increase in the needs of the English language learners (ELLs) and their endless demands in terms of achievement and proficiency in all the educational systems all over the world urged teachers and educators to call for new teaching strategies that sound more adequate and appropriate in the classroom. The Sheltered Instruction Observation Protocol (SIOP) Model emerged as one of the worldwide prominent teaching methods that guarantee the ELLs success, especially when it has to do with the understanding of the content and language learning meanwhile. With its diverse culture and prominent engagement in terms of education, Morocco represents a fertile field for the implementation of the SIOP Model that has proven in different contexts its adequacy in helping ELLs achieve proficiency. This study is about a quasi-experimental research that is implemented in an urban school known for its diversification in terms of mother tongue, socio-economic status, gender, and background. Given these different circumstances of the learners, the findings reported after the adoption of the SIOP Model as a teaching approach showed that it is a reliable and adequate teaching method in terms of content and language proficiency. The use of wh-questions as key indicators to measure the learners’ capacity of understanding and responding correctly throughout the experiment phase showed the superiority of the ELLs in the SIOP classes in contrast to the learners in the mainstream classes. This superiority is embodied, especially in terms of the high scores obtained in providing correct answers in a short duration of time. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0726/a.php" alt="Hit counter" /></p>

Language Skills Training through Mobile Apps

2017 ◽  
pp. 142-167
Author(s):  
Revathi Viswanathan
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Teaching And Learning ◽  
English Language ◽  
Mobile Apps ◽  
Language Skills ◽  
Skills Training ◽  
Language Teachers ◽  
English Language Teaching ◽  
Mobile Assisted Language Learning

With the advancement in technological tools and devices, language teachers can foster learning of communication skills through mobile devices. There is a growing interest among students to use the latest gadgets for getting connected with their peers. It must be admitted that the usage of these devices would bring in a real revolution in the teaching and learning process. It has been widely accepted that mobile learning promotes students' active participation. Teachers also now understand that one of their responsibilities is to create more opportunities to make their students practice language skills. Although numerous researches has been done in the field of English Language Teaching in India, research on mobile assisted language learning is still in an infancy stage. In this chapter, the author discusses the possibility of offering training through mobile apps, based on research she conducted recently.

An Investigation of Chinese Older Adults' Self-Directed English Learning Experience Using Mobile Apps

2019 ◽  
Vol 9 (4) ◽  
pp. 51-71
Author(s):  
Yangting Wang ◽  
M. Sidury Christiansen
Keyword(s):  
Older Adults ◽  
English Language Learners ◽  
Language Learning ◽  
Transformational Learning ◽  
English Language ◽  
Mobile Apps ◽  
Learning Experience ◽  
English Learning ◽  
Self Directed Learning ◽  
Chinese Older Adults

A majority of research on mobile-assisted language learning focuses on traditional English language learners: thus, little attention has been paid to older adult learners. The purpose of the study is to explore the learning experiences of Chinese older adults using the free and popular English learning mobile apps, Duolingo/Hello English, Baicizhan, and Liulishuo, in a self-directed learning (SDL) context. A 17-week sequential mixed-methods study was designed. 55 older adults from age 45 to 85 participated. The informed grounded theory was used and Saldana's coding techniques for qualitative analysis. Quantitative data were analyzed using descriptive statistics and paired sample t-tests. Findings demonstrate that older adults persisted in learning using mobile apps for 17 weeks and increased their vocabulary significantly. Finally, a transformational learning model called MISAPP was created based on the empirical data and the SDL theory.

Image as language: Teacher-created photographs and visual literacy for English language learning

2012 ◽  
Vol 37 (2) ◽  
pp. 113-121 ◽  
Author(s):  
Susan Britsch
Keyword(s):  
Social Studies ◽  
Language Development ◽  
Language Learning ◽  
Teacher Knowledge ◽  
Visual Literacy ◽  
English Language ◽  
Visual Learning ◽  
Content Learning ◽  
Second Language Development ◽  
Language Objectives

LANGUAGE IS NOT LEARNED through words alone; images lie at the heart of language development. This article suggests three essential guidelines for teachers as they create and use photographs for content learning, second-language development and image-reading. Each guideline is accompanied by content, visual literacy and language objectives. Photographs and sets of sample-levelled questions exemplify the use of the language objectives for content and visual learning in social studies, geometry or science. In sum, an informed use of visual imagery can enhance the exploration of curriculum content if based on teacher knowledge of content, of the language through which photographs speak, and of the language needed to talk about both content and image.

Improving Online Readability in a Web 2.0 Context

2009 ◽  
pp. 385-410
Author(s):  
John Paul Loucky
Keyword(s):  
Language Learning ◽  
Web Sites ◽  
English Language ◽  
Engineering Students ◽  
Online Reading ◽  
Writing Course ◽  
Teachers And Students ◽  
Efl Students ◽  
Pedagogical Innovations ◽  
User Friendly

This study describes a task-based assessment (TBA) approach to teaching reading and writing online. It then analyzes key factors emerging from the results of implementing this approach with graduate engineering students in Japan. It is argued that these factors should be considered when designing or assessing any online reading or writing course for ESL/EFL students. The findings of this study are especially relevant to task-based approaches and technical or pedagogical innovations which can help foster more effective and enjoyable learning for teachers and students in blended learning environments. It is hoped that this discussion can serve as a model of what can be done to enhance online EAP/ESP/ETP courses, as well as any other online reading or writing course being designed for speakers and readers of languages other than English. The goal in this chapter is to summarize research aimed at integrating some of the most useful Web sites for English language learning into a user-friendly system for optimal online vocabulary development — which could be self-monitored by students as well as tracked by teachers via a course management system.

Do current English language development/proficiency standards reflect the English needed for success in school?

2011 ◽  
Vol 28 (3) ◽  
pp. 343-365 ◽  
Author(s):  
Alison L. Bailey ◽  
Becky H. Huang
Keyword(s):  
Language Development ◽  
Language Learning ◽  
English Learners ◽  
English Language ◽  
Empirical Studies ◽  
School Setting ◽  
English Language Development ◽  
Language Learner ◽  
Academic English ◽  
K 12

English language development or proficiency (ELD/P) standards promise to play an important role in the instruction and assessment of the language development of English language learner (ELL) pre-K-12 students, but to do so effectively they must convey the progression of student language learning in authentic school contexts for authentic academic purposes. The construct of academic English is defined as the vocabulary, sentence structures, and discourse associated with language used to teach academic content as well as the language used to navigate the school setting more generally. The construct definition is informed by a relatively modest number of empirical studies of textbooks, content assessments, and observations of classroom discourse. The standards of a state with a large ELL population and a large multi-state consortium are then reviewed to illustrate the role of the academic English construct in the standards’ coverage of language modalities or domains, levels of attainment or proficiency, grade spans, and the needs of the large number of young English learners. Recommendations and potential strategies for validating, creating, and augmenting standards that reflect authentic uses of academic language in school settings are also made.

scholarly journals Role of Social Media in English Language Learning to the Adult Learners

2021 ◽  
Vol 4 (1) ◽  
pp. 238-247
Author(s):  
Meenakshi Sharma Yadav
Keyword(s):  
Social Media ◽  
Adult Learners ◽  
Language Learning ◽  
English Language ◽  
Mobile Apps ◽  
Critical Study ◽  
Descriptive Research ◽  
Specific Skill ◽  
International Testing ◽  
Media Applications

Today social media has become part and parcel of adults’ lives. Adult learners use social media much as a key to learn and improve their English as a foreign language (EFL) in academics. Currently, English instructors also encourage their adult learners within the realm of technologies. These learners are too self-motivated to use social media tools to learn English language skills. During texting, chatting, and socializing with friends, family, and global society on Facebook, WhatsApp, Blogs, Wikis, LinkedIn, YouTube, Twitter, Telegram, Hangout, and Snapchat, social media are facilitating and enhancing the process for both teachers and the adult learners worldwide. Due to proliferation of advanced technological equipped electronic handy-gadgets, like smartphones, tablets, laptops, and watches, EFL learners (EFLL) with different social media applications (Apps) and tools have become easy, mobile, and flexible. Even spectacular innovation and creation of mobile Apps of international testing agencies and institutes for EFLL are available formally and informally worldwide. Therefore, in this scientific descriptive research article, the critical study investigates the hypothetical propositions about the presumed relations among observed phenomena and personal experience of various websites and social media Apps' interwoven role, creative ways of functioning, and prospects scientifically in the EFLL for adult learners. An adult learner can master a specific skill while using these Apps on social media. Moreover, it is supposed to be handled meticulously and precisely. In that case, social media can prove a boon and panacea for adult learners inside and outside the classroom.

Improving Online Readability in a Web 2.0 Context

2011 ◽  
pp. 1411-1436
Author(s):  
John Paul Loucky
Keyword(s):  
Language Learning ◽  
Web Sites ◽  
English Language ◽  
Engineering Students ◽  
Online Reading ◽  
Writing Course ◽  
Teachers And Students ◽  
Efl Students ◽  
Pedagogical Innovations ◽  
User Friendly

This study describes a task-based assessment (TBA) approach to teaching reading and writing online. It then analyzes key factors emerging from the results of implementing this approach with graduate engineering students in Japan. It is argued that these factors should be considered when designing or assessing any online reading or writing course for ESL/EFL students. The findings of this study are especially relevant to task-based approaches and technical or pedagogical innovations which can help foster more effective and enjoyable learning for teachers and students in blended learning environments. It is hoped that this discussion can serve as a model of what can be done to enhance online EAP/ESP/ETP courses, as well as any other online reading or writing course being designed for speakers and readers of languages other than English. The goal in this chapter is to summarize research aimed at integrating some of the most useful Web sites for English language learning into a user-friendly system for optimal online vocabulary development — which could be self-monitored by students as well as tracked by teachers via a course management system.

Language Skills Training Through Mobile Apps

2020 ◽  
pp. 471-490
Author(s):  
Revathi Viswanathan
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Teaching And Learning ◽  
English Language ◽  
Mobile Apps ◽  
Language Skills ◽  
Skills Training ◽  
Language Teachers ◽  
English Language Teaching ◽  
Mobile Assisted Language Learning

With the advancement in technological tools and devices, language teachers can foster learning of communication skills through mobile devices. There is a growing interest among students to use the latest gadgets for getting connected with their peers. It must be admitted that the usage of these devices would bring in a real revolution in the teaching and learning process. It has been widely accepted that mobile learning promotes students' active participation. Teachers also now understand that one of their responsibilities is to create more opportunities to make their students practice language skills. Although numerous researches has been done in the field of English Language Teaching in India, research on mobile assisted language learning is still in an infancy stage. In this chapter, the author discusses the possibility of offering training through mobile apps, based on research she conducted recently.

A Socio-Cultural Approach to Evaluating and Designing Reading Comprehension Apps for Language Learning

2021 ◽  
Vol 13 (1) ◽  
pp. 18-37
Author(s):  
Heydy Robles ◽  
Kevin Burden ◽  
Karen Villalba
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Mobile Learning ◽  
Second Language Learning ◽  
English Language ◽  
Mobile Apps ◽  
English Language Learning ◽  
Individualized Learning ◽  
Cultural Approach ◽  
Learning And Collaboration

Mobile devices are increasingly promoted as tools to facilitate ubiquitous and individualized learning, allowing learners to work at their own pace in authentic and meaningful settings. However, in the case of second language learning, there is a paucity of apps and tools related to improving students' reading comprehension in both Spanish and English. Additionally, there are few studies that address the evaluation of applications for reading comprehension and innovation in this field and this is required in order to respond to the needs of transformation in language learning teaching. The authors present an original evaluation of 25 English language learning mobile apps using the iPAC app rubric, which identifies the pedagogical features of mobile learning: personalisation, authenticity, and collaboration. The results indicate that many of the existing apps fail to fully exploit the affordances of mobile learning and collaboration in particular. The findings suggest recommendations for app developers to design comprehension apps that address these shortcomings.

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