scholarly journals Vol 7, No 1 (2015)

2015 ◽  
Vol 7 (3) ◽  
Author(s):  
Fezile Ozdamli
Keyword(s):  
Educational Technology ◽  
Critical Pedagogy ◽  
Mobile Learning ◽  
Prospective Teachers ◽  
Technology Use ◽  
Self Efficacy ◽  
Flipped Classroom ◽  
English Language ◽  
Computer Assisted ◽  
Teachers And Students

Vol 7, No 1 (2015) Table of Contents Message from guest editorAdile Askim Kurt Visiting digital fluency for pre-service teachers in TurkeyKadir   Demir, Betul Aydin, Nazife Sen Ersoy, Aydin  Kelek, Ismail Tatar, Abdullah Kuzu, Hatice Ferhan   Odabasi01-08 Prospective teachers’ information and communication technology metaphorsOmur   Akdemir, Dincer Bicer, R. Sukru Parmaksiz09-21                                                        Effect of self-directed learning process on multimedia competencies of educational technology studentsMohsen  Bagheri, Mohammad Hashemi Gheshlaghi, Fatemeh Joshaghan Nezhad22-30 New trends on mobile learning area: The review of published articles on mobile learning in science direct databaseEmrah Soykan, Huseyin Uzunboylu31-41 Technology-Enhanced instruction in learning world languages: The middlebury interactive learning programCynthia Lake, Steven M. Ross42-62 Do teachers and students get the ed-tech products they need: The challenges of ed-tech procurement in a rapidly growing marketJennifer Morrison, Steven M. Ross, Roisin P. Corcoran63-86 The effect of simulation methods in teaching physics on students’ academic successCigdem Hursen, Gulsum Asiksoy87-98                 Vol 7, No 2 (2015) Table of Contents Turkish teachers’ and students’ perceptions towards computer assisted testing in comparison with Spanish teachers’ and students’ perceptionsAslihan Berber, Jesus Garcia Laborda96-106 Pre-service teachers’ opinions on cloud supported social networkSeher Ozcan, Sahin Gokcearslan, Volkan Kukul107-118 Effects of webquest on the achievement and motivation of Jordanian University students of (independent & dependent) cognitive styleOsamah (Mohammad Ameen)  Aldalal, Yousef Ahmed Eyadat, Ziad Waleed Mohamed Ababneh119-135 Designation of teacher candidates’ self-efficacy and success level in designing multimediaVasfi Tugun, Fezile Ozdamli136-141 Flipped classroom: A review of recent literatureHuseyin Uzunboylu, Damla Karagozlu142-147  Vol 7, No 3 (2015) From the EditorFezile Ozdamli1 Table of Contents1 World Journal on Educational Technology (WJET)Referees Index1  Teachers beliefs and technology use in kindergarten and elementary classroomsMajedah Fawzi Abu Al Rub149-156 Understanding students’ satisfaction and continuance intention of e-learning: Application of expectation–confirmation modelForouzan Rezaeian Tiyar, Hooshang Khoshsima157-166 Advantages of using webquests in Efl Classes in A Technical UniversityMarina Valeryevna Kuimova, Maksim Anatolyevich Golousenko, Denis Sergeevich Nikiforov, Vladislav Vladimirovich167-171 On the implementation of critical pedagogy in english language institutes in IranSaeed Mehrpour, Afsaneh Baharloo172-185 Examining the instructors computer self-efficacy perceptionsAli Semerci, Hafize Keser186-198 

scholarly journals Self-efficacy of Art Undergraduates in Mobile-assisted English Learning

2021 ◽  
Vol 1 (4) ◽  
Author(s):  
BI SHANSHAN
Keyword(s):  
College Students ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Self Efficacy ◽  
English Language ◽  
Survey Method ◽  
English Learning ◽  
Art Students ◽  
Self Confidence ◽  
Teachers And Students

This research adopts the questionnaire survey method and selects 208 freshmen from the Guangxi Arts University as the research objects. The research studies the English self-efficacy and mobile learning situation of art college students and understands students’ views on using mobile devices/platform to assist in their learning of the English language. Results found that all students have mobile phones which allow teachers and students to use them for English learning. Besides, most art college students have a low sense of English self-efficacy, including low self-confidence, low enthusiasm in English learning, and average level of solving English learning difficulties. In addition, more than half of the students agree with the use of mobile devices/platforms to assist in English learning. Only a small number of people oppose it. This finding lays a preliminary foundation for later empirical research on using mobile learning to cultivate the English self-efficacy of art students.

scholarly journals Table of Contents

2015 ◽  
Vol 7 (3) ◽  
pp. 1
Author(s):  
Table of Contents
Keyword(s):  
Critical Pedagogy ◽  
Technology Use ◽  
Self Efficacy ◽  
English Language ◽  
Continuance Intention ◽  
Teachers Beliefs ◽  
E Learning ◽  
Students Satisfaction ◽  
Expectation Confirmation

From the EditorAssoc. Prof. Dr. Fezile Ozdamli Teachers' beliefs and technology use in kindergarten and elementary classroomsMajedah Fawzi Abu Al Rub149-156 Understanding students’ satisfaction and continuance intention of e-learning: Application of expectation–confirmation modelForouzan Rezaeian Tiyar, Hooshang Khoshsima157-166 Advantages of using webquests in Efl Classes in A Technical UniversityMarina Valeryevna Kuimova, Maksim Anatolyevich Golousenko, Denis Sergeevich Nikiforov, Vladislav Vladimirovich167-171 On the implementation of critical pedagogy in english language institutes in IranSaeed Mehrpour, Afsaneh Baharloo172-185 Examining the instructors’computer self-efficacy perceptionsAli Semerci, Hafize Keser186-198

scholarly journals The Differentiate Effect of Self-Efficacy, Motivation, and Satisfaction on Pre-Service Teacher Students’ Learning Achievement in a Flipped Classroom: A Case of a Modern Educational Technology Course

2021 ◽  
Vol 13 (5) ◽  
pp. 2888
Author(s):  
Li Zhao ◽  
Xiaohong Liu ◽  
Yu-Sheng Su
Keyword(s):  
Educational Technology ◽  
Self Efficacy ◽  
Flipped Classroom ◽  
Learning Motivation ◽  
Control Group ◽  
Learning Achievement ◽  
Learning Satisfaction ◽  
Teacher Students ◽  
Pre Service Teacher ◽  
Experimental Group

To analyze how variability changes over time can enhance the understanding of how learners’ self-efficacy, motivation, and satisfaction is controlled and why differences might exist among groups of individuals. Therefore, this study compared the effect of variability on pre-service teacher students in the flipped classroom approach with a course named modern educational technology (MET). In total, 77 students in two groups participated in this study. Learners in the experimental group received the flipped classroom treatment. Learners in the control group received the traditional lecture-centered instructional approach. The learning outcomes were evaluated by practice assignment, transfer assignment, and student perception survey. The survey includes the evaluation of learning satisfaction, self-efficacy, and learning motivation. Pre-test and post-test were conducted by the two groups. The data analysis results applied analysis of variance (ANOVA) or analysis of covariance (ANCOVA) and revealed that the experimental group displayed a better learning achievement than the control group. The experimental group participants’ perception also showed variability (i.e., learning satisfaction, self-efficacy, and learning motivation) was better than the control group. Considering the overall study results, the flipped classroom model can be applied in the pre-service teacher students’ modern educational technology course.

scholarly journals Technology-Assisted Self-Regulated English Language Learning: Associations With English Language Self-Efficacy, English Enjoyment, and Learning Outcomes

2021 ◽  
Vol 11 ◽  
Author(s):  
Zhujun An ◽  
Chuang Wang ◽  
Siying Li ◽  
Zhengdong Gan ◽  
Hong Li
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Technology Use ◽  
Self Efficacy ◽  
English Language ◽  
Self Report ◽  
Target Language ◽  
English Learning

This study investigated Chinese university students’ technology-assisted self-regulated learning (SRL) strategies and whether the technology-based SRL strategies mediated the associations between English language self-efficacy, English enjoyment, and learning outcomes. Data were collected from 525 undergraduate students in mainland China through three self-report questionnaires and the performance on an English language proficiency test. While students reported an overall moderate level of SRL strategies, they reported a high level of technology-based vocabulary learning strategies. A statistically significant positive relationship was noted between the use of technology-based SRL strategies and students’ English learning outcomes. English language self-efficacy and English language enjoyment were both related to technology-based SRL strategies. Furthermore, SRL strategies fully mediated the relationship between English enjoyment and English learning outcomes, but the association between English enjoyment and SRL strategies was only partially mediated by English language self-efficacy. Pedagogically, findings of this study suggest that training and instruction aimed at promotion of modern educational technology among students need to give attention to developing their strategic awareness of motivation regulation in optimizing effectiveness of their technology use in learning the target language.

scholarly journals The Effective Integration of Flipped Classroom in ELT Contexts: A Review of Recent Literature

2021 ◽  
Author(s):  
Maryam Haghi
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
English Language ◽  
Recent Literature ◽  
English Language Teaching ◽  
Flipped Learning ◽  
Advantages And Disadvantages ◽  
Learning Contexts ◽  
Technological Tools ◽  
Teachers And Students

The emergence of new technological tools has affected and changed the realm of education to a great extent which has led many language practitioners to adopt gradual innovative steps in their teaching methods. Accordingly, flipped learning has been adopted and implemented in different contexts such as ELT. The purpose of this paper is to provide information regarding the definition of flipped learning, its recent literature, its advantages and disadvantages, and to focus on how to apply this approach in English language teaching and learning contexts. The review shows that this approach meets the principles of personalized learning, constructivism, and student-centered instruction which has brought many benefits for both teachers and students and clearly shows teachers’ and students’ roles have been significantly changed comparing with traditional methods of teaching and learning. The significance of this study lies in the fact that it has brought numerous insights and implications for ELT practitioners. The paper concludes with the recommendations in the literature on promoting flipped classroom environments in ELT teaching and learning contexts, which will help ELT teachers and practitioners who are thinking of implementing new technological tools in their teaching practices

scholarly journals Critical Pedagogy Trends in English Language Teaching

2021 ◽  
Vol 23 (2) ◽  
pp. 155-165
Author(s):  
Brenda Portilla Quintero ◽  
Jennifer Herrera Molina
Keyword(s):  
Critical Pedagogy ◽  
English Language ◽  
Language Teaching ◽  
Real Life ◽  
English Language Teaching ◽  
English Classes ◽  
Teachers And Students ◽  
Mixed Approach ◽  
Meaningful Experiences

This article presents a literature review regarding the latest trends in the inclusion of Critical Pedagogy (CP) in English Language Teaching (ELT) in different countries worldwide and in Colombia, considering its different regions. A review of different articles was conducted by considering four databases that include two regional and two international journal directories in both English and Spanish. The papers were analyzed and discussed from a mixed approach in which four keywords were tracked, and factors such as geographical distribution, as well as the way in which CP was implemented in the studies, were identified. The results of this query show that CP in ELT is an emerging trend, especially in countries where political, social, and economic inequality remains. In the same way, the findings suggest that different strategies regarding curricula analysis, the role of teachers and students as social subjects, among others, have been carried out in order to foster the understanding of this theory and its application and considerations in real-life contexts. Attempts to implement CP in English classes have proven to be meaningful experiences and constructive at developing critical thinking strategies in students.

Google Docs in the Classroom: A District-wide Case Study

2016 ◽  
Vol 118 (9) ◽  
pp. 1-32
Author(s):  
Soobin Yim ◽  
Mark Warschauer ◽  
Binbin Zheng
Keyword(s):  
Professional Development ◽  
Educational Technology ◽  
Technology Use ◽  
Cost Efficiency ◽  
English Language ◽  
Contextual Factors ◽  
Laptop Initiative ◽  
Google Docs ◽  
K 12

Background/Context Successful integration of educational technology is a complicated process that is influenced by multiple factors. Recently, both within and across schools, educators have been searching for cloud-based solutions to address the challenges of integrating educational technology into their school systems—assessing whether these programs are affordable, accessible, and well-suited to improve learning. While the popularity of cloud-based applications among educational institutions and students is rapidly increasing due to their enhanced sharing features, accessibility, and cost-efficiency, there have been few efforts to investigate the impacts of these cloud-based applications in educational settings, especially in K-12 settings. Purpose/Objective This paper examines how Google Docs, one of the most popular cloud-based software applications, is integrated into middle-school English Language Arts (ELA) classrooms in a school district with a laptop initiative. Specifically, this case study attempts to understand the contemporary challenges of implementing the collaborative web-based tool and its accompanying opportunities, as well as the contextual factors for its implementation within the district. Research Design This qualitative study followed a grounded approach to data analysis. Using primarily initial coding and thematic coding methods, we analyzed interviews, surveys (from 2,152 students and 25 teachers), classroom observations, and student documents collected over the course of the 2011–2012 academic year. Analysis revealed three key themes (access and workability, cost and practicality, and affordances for writing), as well as the contextual factors of Google Docs implementation (the district's focus on instructional goals and professional development). Conclusion/Recommendations Our case study suggests that the introduction of cloud-based tools was perceived by students, teachers, and district officials to make technology use more accessible and convenient, to enhance cost-efficiency and productivity, and, most importantly, to provide ample affordances for writing practice and instruction. The district-wide implementation of Google Docs provided broad, accessible, and affordable simultaneous access to students and teachers, while increasing their opportunities to improve writing skills through features such as feedback, revision history, and reader selection. We also identified key contextual factors that contributed to these favorable outcomes, such as the district's focus on curricular integration and professional development. As one of the few studies that explores cloud-based tools’ usability and benefits in K-12 settings, we hope to help school districts make informed decisions about adopting these applications for instruction. Though the particularities of context need to be taken into account, the case study nevertheless reveals a cloud-based environment's salient affordances for learning in a district-wide implementation context.

scholarly journals A meta-analysis on educational technology in English language teaching

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Jafar Rahmati ◽  
Siros Izadpanah ◽  
Ali Shahnavaz
Keyword(s):  
Educational Technology ◽  
Language Learning ◽  
Effect Size ◽  
English Language ◽  
Language Teaching ◽  
Meta Analysis ◽  
Language Instruction ◽  
English Language Teaching ◽  
Computer Assisted ◽  
The Impact

AbstractAs more various types of computer-assisted language learning (CALL) programs have been incorporated into language classrooms over the recent decades, it has become more important to uncover whether, to what extent, and under which moderator variables CALL can be yield more effective outcomes than traditional language instruction. The issue of education is one of the most important materials addressed by technology. Instead, meta-analysis is a statistical and quantitative method that leads us to a general conclusion by integrating the results of different researches. In this study, researchers worked on the impact of educational technology in English language teaching by studying 67 articles and theses (from 1000 studies that were relevant in title and abstract). All articles and theses were included from 2009 to 2020 and 7 articles were excluded from this study due to insufficient information. Furthermore, two instruments, SPSS (mainly its sub-branch Kruskal-Wallis test) and CMA were used to calculate and evaluate data in this research. The total effect size calculated for studies under both fixed and random models was statistically significant and also the study of effects by year of publication, instruments used in research and research methods showed that their effect size was significant. Teaching English with the help of technology has an effective effect size and has shown the success of this technology in language learning.

scholarly journals Computer assisted language learning in English language classrooms in Bosnia and Herzegovina

ExELL ◽  
2020 ◽  
Vol 8 (1) ◽  
pp. 14-46
Author(s):  
Nihada Delibegović Džanić ◽  
Amila Hasanspahić
Keyword(s):  
Information Technology ◽  
Language Learning ◽  
Bosnia And Herzegovina ◽  
English Language ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Empirical Examination ◽  
Teachers And Students ◽  
Language Classrooms ◽  
English Language Classrooms

AbstractThe paper examines the application of computer assisted language learning (CALL) in English language classes in Bosnia and Herzegovina. The research was designed as an empirical examination of the attitudes of teachers and students on the successful application of computer assisted language learning in English language classrooms in Bosnia and Herzegovina. Lack of motivation is one the problems that most teachers are faced with. There are many causes of poor motivation, but one of them is certainly the unattractiveness and dullness of traditional methods, teaching materials and resources. However, many authors with educational experience point out that the use of information technology can positively influence students’ motivation and encourage them to work actively. While adults, as digital immigrants, might not use modern information technology excessively, children and teens are true digital natives, who have grown up with the latest technologies and use them with great pleasure in all aspects of their lives adapting them to their needs (Prensky, 2001). The results obtained in this research are an indicator of the current attitude of teachers and students towards these issues, but they also highlight some important necessary reforms in the field of teacher education.

scholarly journals The Effective Integration of Flipped Classroom in ELT Contexts: A Review of Recent Literature

2021 ◽  
pp. 120-132
Author(s):  
Maryam Haghi
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
English Language ◽  
Recent Literature ◽  
English Language Teaching ◽  
Flipped Learning ◽  
Advantages And Disadvantages ◽  
Learning Contexts ◽  
Technological Tools ◽  
Teachers And Students

The emergence of new technological tools has affected and changed the realm of education to a great extent which has led many language practitioners to adopt gradual innovative steps in their teaching methods. Accordingly, flipped learning has been adopted and implemented in different contexts such as ELT. The purpose of this paper is to provide information regarding the definition of flipped learning, its recent literature, its advantages and disadvantages, and to focus on how to apply this approach in English language teaching and learning contexts. The review shows that this approach meets the principles of personalized learning, constructivism, and student-centered instruction which has brought many benefits for both teachers and students and clearly shows teachers’ and students’ roles have been significantly changed comparing with traditional methods of teaching and learning. The significance of this study lies in the fact that it has brought numerous insights and implications for ELT practitioners. The paper concludes with the recommendations in the literature on promoting flipped classroom environments in ELT teaching and learning contexts, which will help ELT teachers and practitioners who are thinking of implementing new technological tools in their teaching practices.

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