scholarly journals Integrating web 2.0 technology in ESL classroom: A review on the benefits and barriers

10.32698/0421 ◽  
2019 ◽  
Vol 2 (2) ◽  
pp. 57
Author(s):  
Mohd Shakir Azfar Abdul Halim ◽  
Harwati Hashim
Keyword(s):  
Web 2.0 ◽  
Learning Process ◽  
Teaching And Learning ◽  
Journal Articles ◽  
Related Data ◽  
Web 2.0 Technology ◽  
Technology In Teaching ◽  
Information And Communication ◽  
Esl Learners ◽  
Esl Classroom

In this immensely growing information and communication technology (ICT) era, technology has been a subject matter that is not “alien” any more in all fields, including the education field. Nowadays, integrating technology in teaching and learning process is seen vital and essential in its way to offer a more meaningful learning to the learners, and to produce high-quality human capital equipped with the 21st century skills. In English as a Second Language (ESL) teaching and learning particularly, there are many ways educators have used to ensure that ESL learners could benefit from incorporating technology in ESL classroom including through the use of Web 2.0 technology. This paper aims to review the benefits and barriers of integrating Web 2.0 technology in ESL classroom. This paper uses a number of journal articles and conference proceedings in aiding to find the related data. Thus, it is concluded that although integrating Web 2.0 technology in ESL classroom does come with its apparent barriers, the benefits of it towards ESL teaching and learning process and ESL learners are also evident and will be further discussed in the findings.

scholarly journals Integrating web 2.0 technology in ESL classroom: A review on the benefits and barriers

10.32698/0381 ◽  
2019 ◽  
Vol 2 (1) ◽  
pp. 19
Author(s):  
Mohd Shakir Azfar Abdul Halim ◽  
Harwati Hashim
Keyword(s):  
Web 2.0 ◽  
Learning Process ◽  
Teaching And Learning ◽  
Journal Articles ◽  
Related Data ◽  
Web 2.0 Technology ◽  
Technology In Teaching ◽  
Information And Communication ◽  
Esl Learners ◽  
Esl Classroom

In this immensely growing information and communication technology (ICT) era, technology has been a subject matter that is not “alien” any more in all fields, including the education field. Nowadays, integrating technology in teaching and learning process is seen vital and essential in its way to offer a more meaningful learning to the learners, and to produce high-quality human capital equipped with the 21st century skills. In English as a Second Language (ESL) teaching and learning particularly, there are many ways educators have used to ensure that ESL learners could benefit from incorporating technology in ESL classroom including through the use of Web 2.0 technology. This paper aims to review the benefits and barriers of integrating Web 2.0 technology in ESL classroom. This paper uses a number of journal articles and conference proceedings in aiding to find the related data. Thus, it is concluded that although integrating Web 2.0 technology in ESL classroom does come with its apparent barriers, the benefits of it towards ESL teaching and learning process and ESL learners are also evident and will be further discussed in the findings.

scholarly journals MODELING LEARNING GAME BASED DIGITAL TO CHILDREN OF SENIOR HIGH SCHOOL FOR GEOGRAPHY SCIENCE BASED ON UNITY

2016 ◽  
Vol 2 (2) ◽  
Author(s):  
Astrid Novita Putri ◽  
Wiratama Adi Wibawa
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Major Effect ◽  
Effective Solution ◽  
Unity 3D ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Learning Game ◽  
Information And Communication

The development of information and communication technology is now a major effect on manyaspects of life, even human behavior and activities are now a lot depends on the information andcommunication technology. One example is the use of technology in teaching and learning, namely withthe game. The game is already familiar to the students. When students are lazy to read books whilestudying, they are cool to play games. Therefore, the author makes an effective solution in learning sothat they are not lazy to study. This game was designed with the concept of 2D so it can be run onsmartphones that have lower specs. To build this game, the author uses Unity 3D 5.4. So, students canlearn with pleasure and do not get bored while studying.

Green Thumb Educating

2019 ◽  
pp. 81-112
Keyword(s):  
Learning Process ◽  
Sense Of Belonging ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
High Expectations ◽  
Linguistically Diverse Students ◽  
Meaningful Relationships ◽  
Esl Learners

In this chapter, the author presents the metaphor Green Thumb Educating to describe a culturally responsive approach common amongst culturally responsive educators in literature. Through this culturally responsive approach, students are empowered and held to high expectations and supported through rigorous academic obstacles. The author demonstrates how educators' beliefs about developing positive and meaningful rapport with children shapes their culturally responsive approach. The author makes the case that culturally responsive educators, also known as Green Thumb Educators, approach the teaching and learning process by first prioritizing the development of meaningful relationships with students. Culturally responsive educators approach culturally and linguistically diverse students like ESL learners by creating a sense of belonging in their classroom through the development of meaningful relationships.

An Exploration of Students’ Participation, Learning Process, and Learning Outcomes in Web 2.0 Computer Supported Collaborative Learning

2011 ◽  
Vol 1 (2) ◽  
pp. 60-72 ◽  
Author(s):  
Chun-Yi Shen ◽  
Chen-Hsien Wu
Keyword(s):  
Collaborative Learning ◽  
Web 2.0 ◽  
Social Interactions ◽  
Learning Outcomes ◽  
Learning Process ◽  
Collaborative Writing ◽  
Computer Supported Collaborative Learning ◽  
Positive Effects ◽  
Learner Centeredness ◽  
Web 2.0 Technology

Many researchers indicate that collaborative learning is an effective strategy to improve students’ learning. Collaborative learning is no longer confined to face-to-face classrooms with the advancement of technology. The concept of computer supported collaborative learning (CSCL) matches web 2.0 which emphasize learner centeredness, social interactions, and mutual sharing. The concept of CSCL matches E-Learning 2.0 which focus on learner centeredness, social interactions, and mutual sharing. This study investigates the effects of computer supported collaborative learning with web 2.0 technology on students’ participation, learning process, and learning outcomes. During a 14-week collaborative writing course, thirty participants were asked to use Google Docs to finish their assignments collaboratively. Results showed that computer supported collaborative learning with web 2.0 technology have positive effects on students’ participation, learning process, and learning outcomes. Implications and suggestions are also provided in this study.

scholarly journals Big Data Emerging Technology: Insights into Innovative Environment for Online Learning Resources

2018 ◽  
Vol 13 (01) ◽  
pp. 23 ◽  
Author(s):  
Miftachul Huda ◽  
Andino Maseleno ◽  
Pardimin Atmotiyoso ◽  
Maragustam Siregar ◽  
Roslee Ahmad ◽  
...  
Keyword(s):  
Higher Education ◽  
Big Data ◽  
Online Learning ◽  
Teaching And Learning ◽  
Research Direction ◽  
Digital Devices ◽  
Technology In Teaching ◽  
Innovative Environment ◽  
Information And Communication ◽  
Online Learning Resources

Digital devices like tablets, smart phones, and laptop have become increasingly raised and utilised in higher education. As a result, current trends on ICT (information and communication technology) used in education begin widely with focusing on teaching and learning. The new concept of big data in recent ICT domain extends the promising research direction on online learning and big data integration through promising content that can be tailored for each student based on the context and Internet behaviour of users in online learning. This paper aims to explore innovative design for innovative online learning in Higher education using Big Data approach. Critical review from referred journals and books was conducted using thematic analysis. This paper proposes model reference which can be implemented with the technology in teaching and learning to improve student learning environment and outcomes and to enhance students’ development, performance and achievement in learning process in higher education.

scholarly journals TEACHERS' PERSPECTIVE ABOUT FACTORS THAT PREVENT SUCCESS IN TEACHING AND LEARNING PROCESS IN HIGHER EDUCATION OF ENGINEERING IN BRAZIL

2016 ◽  
Vol 74 (1) ◽  
pp. 61-70
Author(s):  
Gláucia Nolasco de Almeida Mello
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Dropout Rate ◽  
Point Of View ◽  
High Dropout Rate ◽  
Research Problems ◽  
Information And Communication ◽  
Education Courses

The last fifteen years, in Brazil, the number of engineering freshmen had a huge increased and, although the number of graduated also had increased over the same period, the percentage of engineering freshmen are by far higher than engineers graduated. In this context, there is a clear evidence of the high dropout rate in higher education courses of engineering in Brazil. Once most of developed researches about engineering courses dropout in Brazil are focused in the students and institutions point of view about factors that affect dropout rate, in this research it was investigated the professors perspective to answer the three questions: (1) What are the main factors which prevent success in teaching and learning process identified by professors of engineering during the classes? (2) How can professors to improve the teaching and learning process in higher education courses of engineering in Brazil? (3) How can Higher Education Institutions (HEI) support the professors? The research data were collected through team activities developed with 134 professors of higher education courses of engineering. This research reveals that the most important factors that affect negatively the teaching and learning process are related to inadequate high school preparation and behaviour of students. Main suggestions of professors for improving the teaching and learning process and also students' motivation are related to pedagogical aspects such as: use of Information and Communication Technologies (ICTs) as support of classes and implementation of professor and student support programs with significant participation of HEI. Key words: qualitative research, problems in engineering education, professor's perspective, higher education of engineering in Brazil.

scholarly journals TBL, Self-assessment, and Use of ICT: A Methodological Option to Benefit the English Learning Process in a Colombian University

2019 ◽  
Vol 10 (6) ◽  
pp. 1162
Author(s):  
María Constanza Rodríguez ◽  
Lady Johanna Ramírez ◽  
Javier Mauricio Camargo
Keyword(s):  
Formative Assessment ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
English Learning ◽  
Learning Approaches ◽  
Learning And Teaching ◽  
English Classes ◽  
Information And Communication

For more than 10 years, English teaching and learning approaches at Politecnico Grancolombiano were based on traditional methodologies with noticeable prevalence of deductive learning and summative assessment. In 2017, we surveyed students and teachers to analyze this panorama, and more than 500 responses shed light on the lack of motivation most of them had in their English learning and teaching processes. As a result, through a qualitative research project, we implemented the task-based teaching and learning approach in our English classes, featuring formative assessment, the use of information and communication technologies, and encouraging self-reflection moments for students to raise awareness of their learning process. The objective of this project was to identify the real benefits of these methodological changes in our programs, and to ensure triangulation, we used different data collection instruments such as journals, artifacts and surveys. It was found that task-based lessons offer students innovative, creative and real opportunities to learn English in and out of class. As well, students’ motivation and awareness of their learning process increased due to formative assessment routines. As for teachers, it can be concluded that these methodological innovations helped them plan more dynamic lessons and evidence students’ progress. Regarding Information and Communication Technologies (ICT), it was evident that it played an important role in teachers’ and students’ engagement. However, it revealed that it was necessary to strengthen technological skills and to guarantee the conditions to implement it.

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