scholarly journals The effect of VR and traditional videos on learner retention and decision making

2019 ◽  
Vol 11 (1) ◽  
pp. 21-29
Author(s):  
Gürkan Yıldırım ◽  
Serkan Yıldırım ◽  
Emrah Dolgunsoz
Keyword(s):  
Decision Making ◽  
Repeated Measures ◽  
English Language ◽  
Real Life ◽  
English Language Teaching ◽  
Retention Performance ◽  
Term Retention ◽  
Computer Mediated ◽  
Age Range

Virtual reality (VR) as computer-mediated 3-D environments including real-life situations presented via different tools in which users can interact effectively with visuals. This study is significant as it primarily aimed to investigate effects of VR on retention by comparing it with traditional 2-D videos. The main aim of this study is to compare the effect of VR and 2-D videos on learner retention and decision making. About 18 students from the Department of English language teaching in an age range of 18–20 (nine males and nine females) voluntarily participated in this study and took course credits. As all participants were tested under the same two conditions in different time periods; repeated measures were chosen for statistical analysis. It can be inferred that both technologies have similar effects on short-term retention and VR does not provide any extra retention performance. However, VR was found to have a significant effect on long-term retention.  

scholarly journals The effect of VR and traditional videos on learner retention and decision making

2019 ◽  
Vol 11 (1) ◽  
pp. 21-29 ◽  
Author(s):  
Gürkan Yıldırım ◽  
Serkan Yıldırım ◽  
Emrah Dolgunsöz
Keyword(s):  
Decision Making ◽  
Virtual Reality ◽  
Repeated Measures ◽  
English Language ◽  
Real Life ◽  
English Language Teaching ◽  
Retention Performance ◽  
Term Retention ◽  
Computer Mediated ◽  
Age Range

Abstract   Virtual reality (VR) as computer-mediated 3-D environments including real-life situations presented via different tools in which users can interact effectively with visuals. This study is significant as it primarily aimed to investigate effects of VR on retention by comparing it with traditional 2-D videos. The main aim of this study is to compare the effect of VR and 2-D videos on learner retention and decision making. About 18 students from the Department of English language teaching in an age range of 18–20 (nine males and nine females) voluntarily participated in this study and took course credits. As all participants were tested under the same two conditions in different time periods; repeated measures were chosen for statistical analysis. It can be inferred that both technologies have similar effects on short-term retention and VR does not provide any extra retention performance. However, VR was found to have a significant effect on long-term retention.   Keywords: Virtual reality, eye tracking, retention, decision making.    

scholarly journals The Use of the Discussion Method at University: Enhancement of Teaching and Learning

2018 ◽  
Vol 7 (6) ◽  
pp. 118
Author(s):  
Khalid Kamil Abdulbaki ◽  
Muhamad Suhaimi ◽  
Asmaa Alsaqqaf ◽  
Wafa Jawad
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Research Study ◽  
English Language Teaching ◽  
Class Discussion ◽  
Good Opportunity ◽  
Term Retention ◽  
Career Needs ◽  
Long Term Retention

The current paper attempts to examine the various aspects of the discussion method of teaching at university and its role in enhancing students’ linguistic and academic skills as well as its shortcomings. In Oman, research on English language teaching at universities and colleges show that a considerable number of students who move from secondary schools and join higher education institutions would confront difficulties in using the English language to meet their personal, social, academic, and career needs efficiently and appropriately. The discussion method allows establishing a rapport with students, stimulating their critical thinking and articulating ideas clearly (McKeachie & Svinicki, 2006). It is relatively acceptable among university academics who use it to promote active learning and long-term retention of information (Bonwell, 2000). It could provide students with a platform to contribute to their own learning and would offer the lecturer an opportunity to check students’ understanding of the material (Craven & Hogan, 2001). Critics argue that some problems may show up such as that several participants dominate the discussion sessions while other students may remain passive, and often, resentful (Brookfield & Perskill, 2005). The discussion could also include other signs of limitation such as that it may get off track or that only few students may dominate it during the whole session (Howard, 2015). Hence, the objectives of this research study are to identify students’ views and opinions of the use of the discussion method in teaching English as well as its strengths and weaknesses. The findings showed that majority of respondents indicated that a good opportunity to interact is provided during the discussion and that the lecturer is not the sole authority in class. The implications of this research could be reflected on students’ learning through their participation in class discussion. 

English Students’ Attitudes towards English Language Teaching and Learning at IAIN Padangsidimpuan

2016 ◽  
Vol 13 (2) ◽  
Author(s):  
Ida Royani ◽  
T. Silvana Sinar
Keyword(s):  
Language Learning ◽  
Role Models ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
English Learning ◽  
Learner Centered ◽  
Students Attitudes ◽  
English Students

This study investigated the English students’ attitudes of IAIN Padangsidimpuan towards both English language teaching in terms of (a) language-centered, (b) learner-centered, and (c) learning-centered method; and learning English in terms of scales (a) attitudes toward long-term English learning, (b) interest in culture and communication, (c) perception about studying in school context, (d) images associated with English, (e) English learning activities, (f) exposure to English outside school, (g) self-rated four English skills, (h) self-reported academic English grade, and (i) identification of English role models. The data were obtained by questionnaire and interview from 10 selected students in which 4 male and 6 female students in 7th semester and were analyzed by steps provided by Gay, L.R and Airasian (1996). The result showed:  first, English students’ attitudes towards English language teaching had been found highly onlearning-centered method, followed by learner-centered method in second range, and almost negative view in language-centered method.Second, English students’ attitudes towards English language learningwere positivein scales; long-term English learning, interest in communication, and images associated with English.  Third, role of students’ gender on English language learning were not found. Reasons for this statement are (i) status of English as international language and (ii) equalization of getting education for male and female. Keywords: attitude, language teaching, language learning, and gender

scholarly journals The Effects of an Experimental Training Program for Teachers of Vocational English Using Concentrated Language Encounter Instructional Processes and Reciprocal Peer Teaching Strategies

2017 ◽  
Vol 10 (12) ◽  
pp. 58
Author(s):  
Saowalak Rattanavich
Keyword(s):  
Teaching Strategies ◽  
Repeated Measures ◽  
English Language ◽  
English Language Teaching ◽  
Peer Teaching ◽  
Reading And Writing ◽  
English Classes ◽  
Instructional Processes ◽  
Teachers And Students ◽  
Writing Tests

This experimental study aims to investigate the effects of three vocational English classes, each one academic semester in duration, and using the concentrated language encounter approach and reciprocal peer teaching strategies. This study employed a time-series design with one pre-experiment and two post-experiments. Discourse and frequency analysis were performed in relation to the teachers’ English language teaching performance and their students’ English listening and speaking performance. The students’ reading and writing tests were subjected to analysis of variance with repeated measures, including plotted line graphs. The results revealed a tendency among the teachers and students to increase the frequency of their English language use in each class. The quality of the students’ reading and writing were also significantly improved. All teachers expressed positive opinions about the experimental teaching treatment and its effect on the students English.

scholarly journals Linguistic Landscape Signs in E-Textbooks: Teaching Language as a Compass for Exploring Multimodal Texts, Multilingualism, and Digital Resources

2021 ◽  
Author(s):  
Solvita Burr ◽  
Keyword(s):  
English Language ◽  
Technological Development ◽  
Real Life ◽  
English Language Teaching ◽  
Pedagogical Practices ◽  
Linguistic Landscape ◽  
Multimodal Texts ◽  
Entire Study ◽  
School Subjects ◽  
Pedagogical Frameworks

Rapid technological development and the growth of educators’ and students’ digital skills have allowed e-textbooks to take root in different school subjects’ pedagogical practices. This article’s aim is to compare two e-textbooks – A Guide for Exploring City Texts (Berra (Burr), 2020) and Linguistic Landscapes in English Language Teaching: A Pedagogical Guidebook (Solmaz & Przymus, 2021) – in terms of their technological and pedagogical frameworks and to discuss the benefits and disadvantages of using a language e-textbook which heavily utilizes linguistic landscape signs. The comparison shows that the e-textbooks’ main technological advantages are hyperlinking, bookmarking, highlighting, annotating, and searching. Their content uncovers pedagogical concepts they both share: (1) authenticity, (2) resourcefulness, (3) connectivism, (4) a focus on text genres. Language in both textbooks is understood in the context of semiotic resources, so knowledge and skills in one language are inextricably linked to awareness of other languages, semiotic consciousness, and multiliteracies. The learning process in both e-textbooks is designed in a way that students interactively create and contribute knowledge and apply them in various real-life situations. There are a few drawbacks of the e-textbooks. First, their current technological do not allow for changing the order, length, or content of chapters, subchapters, or sections. Second, a lack of space for writing answers in e-textbooks, which can be frustrating for students. Third, none of the e-textbooks provides content for the entire study year/course, language level, or national subject standard.

scholarly journals Optimal Schedules in Multitask Motor Learning

2016 ◽  
Vol 28 (4) ◽  
pp. 667-685 ◽  
Author(s):  
Jeong Yoon Lee ◽  
Youngmin Oh ◽  
Sung Shin Kim ◽  
Robert A. Scheidt ◽  
Nicolas Schweighofer
Keyword(s):  
Motor Learning ◽  
Computational Models ◽  
Practical Importance ◽  
State Space Model ◽  
Retention Performance ◽  
Single Session ◽  
Term Retention ◽  
Long Term Retention ◽  
Do So

Although scheduling multiple tasks in motor learning to maximize long-term retention of performance is of great practical importance in sports training and motor rehabilitation after brain injury, it is unclear how to do so. We propose here a novel theoretical approach that uses optimal control theory and computational models of motor adaptation to determine schedules that maximize long-term retention predictively. Using Pontryagin’s maximum principle, we derived a control law that determines the trial-by-trial task choice that maximizes overall delayed retention for all tasks, as predicted by the state-space model. Simulations of a single session of adaptation with two tasks show that when task interference is high, there exists a threshold in relative task difficulty below which the alternating schedule is optimal. Only for large differences in task difficulties do optimal schedules assign more trials to the harder task. However, over the parameter range tested, alternating schedules yield long-term retention performance that is only slightly inferior to performance given by the true optimal schedules. Our results thus predict that in a large number of learning situations wherein tasks interfere, intermixing tasks with an equal number of trials is an effective strategy in enhancing long-term retention.

scholarly journals ELT During Lockdown: A New Frontier in Online Learning in the Saudi Context

2020 ◽  
Vol 11 (1) ◽  
pp. 44
Author(s):  
Uzma M. Hashmi ◽  
Hussam Rajab ◽  
Sayyed Rashid Ali Shah
Keyword(s):  
Online Teaching ◽  
English Language ◽  
Language Teaching ◽  
Real Life ◽  
English Language Teaching ◽  
Descriptive Research ◽  
Sequential Mixed Methods ◽  
New Frontier ◽  
Efl Teachers ◽  
Indispensable Tool

This study explores pedagogical challenges pertaining to the new online English Language Teaching (ELT) practices that emerged due to the covid-19 pandemic outbreak and the subsequent worldwide lockdown. Based on an explanatory sequential, mixed methods, descriptive research design, quantitative and qualitative data from 265 English as a Foreign Language (EFL) teachers in the Saudi context were collected by utilising a custom designed, twenty-two items on a psychometric five-point Likert items, open-ended questions, and a questionnaire. The quantitative data were statistically analysed using SPSS whereas the qualitative textual data were analysed employing the grounded theory. The findings of the study indicate that EFL teachers regard full scale online teaching as a challenging endeavour; however, a valuable and indispensable tool in language teaching, especially, during the outbreak of covid-19 pandemic. Furthermore, most of the participants prefer to receive more professional development opportunities based on real life teaching experiences in online ELT. The study presents suggestions and recommendations for further research.

scholarly journals Investigating the Impact of Task-based English Language Teaching on Student Competencies at a Saudi EFL Context

2020 ◽  
Author(s):  
Hamza Alshenqeeti
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Real Life ◽  
Language Instruction ◽  
English Language Teaching ◽  
Saudi Students ◽  
Study Results ◽  
Perceived Relevance ◽  
The Impact

This study examines the impact of task-based English language teaching on Saudi students’ competencies, such as reading comprehension and writing proficiency. The mixed-methods approach, involving an experimental component and a qualitative component based on interviews with the participants, is applied in this study. The procedure for the experimental component was developed with attention to the design, implementation, and assessment of task-based English language instruction activities. A growing body of literature suggests that task-based English teaching has gained significance in recent decades because of its perceived relevance in augmenting linguistic and non-linguistic competencies of learners. The study results indicate that the use of tasks in language learning classrooms promotes students’ learning, the development of skills in reading and writing, social interaction, and the motivation to use English in real-life situations. These findings can be used to promote language learning in students studying English as a foreign language.

scholarly journals Incorporating Communicative Competence in Assessment and English Language Teaching in Multilingual Settings

2020 ◽  
Vol 2 (1) ◽  
pp. 8-13
Author(s):  
Ella Yuzar
Keyword(s):  
Language Learning ◽  
English Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Test Validity ◽  
Real Life ◽  
Historical Review ◽  
Language Testing ◽  
Language Assessment ◽  
English Language Teaching

There has been a high level of agreement among scholars that communicative competence should be integrated within language learning and assessments. The study attempts to unravel the issues of how communicative competence can be assessed and measured in multilingual environments and how communicative language testing can be promoted. Using the content analysis approach as the qualitative method, it begins with the historical review of communicative competence that started at the beginning of 1970s to the most current concept involving intercultural communicative competence. Then, some practical models of communicative competence that can be used to propose a measurement of communicative competence are presented. Later, this article argues that there is an upsurge need to shift the paradigm of language testing and language assessment towards communicative competence. Moreover, the nature of language testing should not only concern linguistic or knowledge competence but also recognize the different varieties of English. This study implies that, in the field of language testing, language test designers should encompass the concept of communicative competence in the test construct to include real-life language use, and by extension, to increase test validity. As for teachers, a reform integrating communicative competence in classroom language assessment has become essential within the scope of language teaching.

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