scholarly journals ESL students’ perceptions of mobile applications for discipline-specific vocabulary acquisition for academic purposes

2021 ◽  
pp. 102-117
Keyword(s):  
Academic Success ◽  
Mobile Technology ◽  
Mobile Applications ◽  
Vocabulary Acquisition ◽  
Esl Students ◽  
Reading And Writing ◽  
Academic Texts ◽  
Assessment Tasks ◽  
Heavy Work ◽  
Do So

Undergraduates are often advised to expand their discipline-specific vocabulary in order to cope with the rigor of reading and writing academic texts. For the students studying in English-medium settings, it is in their interest to acquire vocabulary in their disciplines as this is vital to academic success. While students recognize the importance of discipline-specific vocabulary acquisition, they are typically unable to do so due to their heavy work on learning and assessment tasks. With the advent of mobile technology, one way to address this problem is to create vocabulary apps. To meet this need, this paper presents a gamified, discipline-specific vocabulary learning app Books vs Brains@PolyU. It was developed to help busy undergraduates to build a repertoire of the vocabulary across seven disciplines. We explored students’ perceptions and evaluation of this tool via interviews with sixteen student participants of the project. The results show that students found the tool useful and motivating, indicating the effectiveness of the app in helping busy undergraduates to build and expand their knowledge of discipline-specific vocabulary.

scholarly journals Application of mobile phones in epilepsy care

2015 ◽  
Vol 02 (01) ◽  
pp. 028-037 ◽  
Author(s):  
Lakshmi Ranganathan ◽  
Somasundaram Aadhimoolam Chinnadurai ◽  
Balasubramanian Samivel ◽  
Bhanu Kesavamurthy ◽  
Man Mohan Mehndiratta
Keyword(s):  
Mobile Phones ◽  
Mobile Technology ◽  
Mobile Applications ◽  
Healthcare Providers ◽  
Cochrane Central Register ◽  
Mobile Platforms ◽  
User Friendliness ◽  
Epileptic Patients ◽  
Technical Specifications ◽  
Detailed Search

Abstract Objectives To evaluate the applications of mobile phones in the day to day care of epileptic patients as a diagnostic, prognostic and therapeutic tool. Methods Detailed search of various mobile applications in the field of epileptology was made in MEDLINE, Cochrane Central Register of Controlled Trials, EMBASE, CINAHL, LILACS and corresponding developer websites of mobile applications were also looked into regarding their technical specifications and user friendliness. Results A plethora of apps are available across various mobile platforms especially Android, iOS and Windows. Careful selection and application of such apps by both the healthcare providers, the epileptic patients and their caregivers with proper understanding of their potential benefits as well as limitations will result in better diagnosis, prognosis and treatment of epilepsy. Conclusion The field of medicine is rapidly inculcating advanced cutting edge technologies for better diagnosis of diseases and better targeted therapy to such diseases. Hi tech electronic gadgets, in particular, are now becoming part and parcel of patient care in many specialties. The advent of the modern portable computers has revolutionised almost every specialty. The field of mobile technology is advancing with a break neck pace, with increase in mobile subscribers, advanced handsets practically like digital personal assistants with advanced capabilities. The possibilities of using such rapidly evolving mobile technology in the field of medicine are endless. This article explores such possibilities in the field of epileptology after analysing the current and existing applications of mobile phones in care of the epileptic patients worldwide.

Ephemerality as Data Prevention: Values for an Ethics of Ephemeral Mobile Media

2020 ◽  
Vol 8 (3) ◽  
pp. 419-435
Author(s):  
Sarah Welsh
Keyword(s):  
Mobile Technology ◽  
Network Theory ◽  
Mobile Applications ◽  
Actor Network Theory ◽  
Shared Values ◽  
Ethical Framework ◽  
Data Retention ◽  
Mobile Media ◽  
Response Data ◽  
Human Actors

Mobile media is a chief driver of digitizing locational information, geotags, and photos that are produced and collected as we communicate with and exist within our networks. But when these data are stored and recorded—in quantities that far exceed any of our abilities to manage—mobile technology denies our ability to actively forget. This article argues that digital ephemerality via mobile applications (i.e. Snapchat, Signal, Confide, and Facebook Messenger Secret) has emerged because of the granular possibilities for data retention enabled by mobile devices. Together these applications move towards a practice of preventing data from being stored and shared. In response, “data prevention” is proposed as an ethical framework for ephemeral mobile media, and is theorized with an eye toward the distributed agency inherent to networks. This ethics is positioned within a framework of distributed agency across stakeholders that draws most directly from actor–network theory, and three commonly articulated values—trust, transparency, and privacy—are proposed. These values help to define a system of networked practices within ephemeral mobile media that requires consideration of both human and non-human actors. Building sustainable ephemeral technologies necessitates aligning shared values amongst divergent stakeholders. The article concludes by motioning to LIMITS research, where data prevention might be included, linking and further intensifying shared values across technical and social concerns.

scholarly journals Sentence Reading and Writing for Second Language Vocabulary Acquisition

2011 ◽  
Vol 33 (1) ◽  
pp. 66-82 ◽  
Author(s):  
François Pichette ◽  
Linda de Serres ◽  
Marc Lafontaine
Keyword(s):  
Second Language ◽  
Vocabulary Acquisition ◽  
Reading And Writing ◽  
Sentence Reading

Literacy in a Second Language

1989 ◽  
Vol 10 ◽  
pp. 145-162 ◽  
Author(s):  
William Grabe
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
First Language ◽  
Learning Context ◽  
Second Language Literacy ◽  
Reading And Writing ◽  
Learning Contexts ◽  
Language Literacy ◽  
Do So

As literacy has emerged to become a major issue in the 1980s, and will continue to do so in the 1990s, the only sure claim to be made is that the notion of literacy is extremely complex and fraught with generally accepted “myths,” hidden assumptions, over-generalizations, and simple all-inclusive responses to the challenges presented. This scenario is no less appropriate to the second language learning context than it is to the first language learning context. Thus, any examination of second language literacy requires discussion of both first language and second perspectives. It is naive to assume that the difficulties, complexities, contradictions, and debates in first language literacy do not apply equally to the large majority of second language learning contexts. Accordingly, second language literacy will be discussed in light of first language perspectives on literacy, reading, and writing, expanding these perspectives into second language contexts. (It should be noted that two excellent reviews of reading and writing in a second language appeared in ARAL IX (Carrell 1989a, Hudelson 1989a). This review should be seen as complementary to these two earlier articles.)

A Pilot Study Investigating the Use of Mobile Technology for Coordinating Educational Plans in Inclusive Settings

2021 ◽  
pp. 016264342110335
Author(s):  
Nur Siyam ◽  
Sherief Abdallah
Keyword(s):  
Special Education ◽  
Academic Success ◽  
Pilot Study ◽  
Mobile Technology ◽  
Participatory Design ◽  
Focal Point ◽  
Autism Spectrum ◽  
Mobile App ◽  
Educational Plan ◽  
Special Education Needs

Good coordination among school staff and families leads to increased learning quality and academic success for students with special education needs and disabilities (SEND). This pilot study aims to investigate the use of mobile technology for the coordination of therapy and learning for students with SEND. This study first follows a participatory design methodology to identify the key design principles required to inform the design of a coordination mobile app for special education. Then, a mobile app (IEP-Connect) is designed and implemented with the aim of facilitating information sharing between different parties involved in the intervention of students with SEND. The proposed app uses the Individualized Educational Plan (IEP) as the focal point of coordination. The evaluation of the app focused on students with autism spectrum disorder (ASD) as their learning requires sharing information from different distributed sources. Results from the usability study revealed that the app has “good” usability and that participants were satisfied with the use of the app for recording and sharing IEP information. The results of this study provide an understanding of the ways in which a coordination app for special education could be made easy and rewarding to use.

Mobile Applications as Tools to Support Embodied Learning

2012 ◽  
Vol 2 (4) ◽  
pp. 1-16 ◽  
Author(s):  
Andre R. Denham ◽  
Javier Gonzalez-Sanchez ◽  
Maria-Elena Chavez-Echeagaray ◽  
Robert K. Atkinson
Keyword(s):  
Learning Environments ◽  
Mobile Technology ◽  
Mobile Applications ◽  
Distinct Type ◽  
Instructional Designers ◽  
Formal Learning ◽  
Embodied Learning ◽  
Future Directions ◽  
Current State ◽  
Instructional Content

Mobile learning (mLearning) is a rapidly expanding area of educational research. Theorists, researchers, and instructional designers are excited about the potential contributions of mobile technology to the field of education. Mobile tools such as Apple’s iPad or Galaxy Tab have sparked this interest based on their ability to provide high-powered computing within a small, extremely portable form factor. Learners are no longer constrained by the desktop or the power cord of a laptop. Unfortunately, much of mLearning research has focused on transferring eLearning on to mobile devices, instead of investigating the unique characteristics of mobile tools that can be used to define mLearning as a distinct type of learning. This paper begins the task of situating mLearning as a distinct type of learning by first considering the theoretical and pedagogical affordances unique to it. Then, the authors transition into a discussion of embodied learning and how the literature related to this field supports the use of mobile tools for educational purposes that go well beyond the deliver of eLearning instructional content. From there, the authors move to a discussion of the logistical challenge of melding mobile tools within formal learning environments. Next, the paper reports the results of an investigation into the current state of mLearning applications and how the majority of these applications fail to leverage the hardware features of mobile tools that can potential result in deeper understanding of concepts and skills. Finally, the authors provide implications and future directions for developers and educators.

scholarly journals Academic English as a Component of Curriculum For ESL Students (Foreign Experience)

2019 ◽  
Vol 9 (1) ◽  
pp. 33-43
Author(s):  
Olesia Sadovets
Keyword(s):  
Great Britain ◽  
Foreign Language ◽  
Language Skills ◽  
Foreign Languages ◽  
Active Listening ◽  
Academic English ◽  
Esl Students ◽  
Work Requirements ◽  
Academic Texts ◽  
The Usa

AbstractIt has been substantiated that Academic English must be an integral component of ESL students’ study at foreign languages departments to achieve success as professionals and be ready to realize themselves in a demanding world of today. We have defined the main problem on the way to it, namely the insufficient provision of the Academic English discipline in curricula of foreign language departments or its absence. The necessity to elaborate a syllabus for Academic English discipline being taught throughout all the course of study has been substantiated. Educational programs of Academic English in a number of foreign educational establishments of Great Britain, the USA, Canada and Australia have been analyzed and their defining features have been outlined. Strategies and conditions for effective teaching of Academic English have been characterized. It has been defined that in general, in spite of slight differences in the topics covered by different EAP programs, all of them are aimed at: developing strategies and vocabulary for reading and understanding academic texts; finding, understanding, describing and evaluating information for academic purposes; developing active listening and effective note-taking skills; building on language skills to describe problems and cause-and-effect; gathering a range of information, using the skills learned, to integrate it into a written report; engaging in peer-to-peer feedback before finalising one’s piece of academic work. Requirements for students’ achievements at the end of the course have been determined. As a basis for Academic English syllabus elaboration has been chosen a course by M. Hewings and C. Thaine (upper-intermediate and advanced levels). On its basis we have defined units to be covered by the course as well as skills to be developed. Recommendations as to better and more efficient teaching of the discipline have been outlined.

scholarly journals Mathematics Classroom Assessment: A Framework for Designing Assessment Tasks and Interpreting Students’ Responses

2021 ◽  
Vol 11 (3) ◽  
pp. 1088-1106
Author(s):  
Eleni Demosthenous ◽  
Constantinos Christou ◽  
Demetra Pitta-Pantazi
Keyword(s):  
Teaching And Learning ◽  
Classroom Assessment ◽  
Mathematics Classroom ◽  
Mathematics Learning ◽  
Fourth Grade ◽  
Mathematics Assessment ◽  
Assessment Tasks ◽  
Grade Classroom ◽  
Do So

Classroom assessment could contribute substantially to improving students’ mathematics learning. The process of classroom assessment involves decisions about how to elicit evidence, how to interpret it, and how to use it for teaching and learning. However, the field still needs to further explore how assessment tasks could guide forthcoming instructional adjustments in the mathematics classroom. Towards the endeavor of unpacking the classroom assessment, we present a framework that provides a lens to capture the interplay between the design of mathematics assessment tasks and the analysis of students’ responses. To do so, we relied on existing frameworks of mathematics assessment tasks, and on issues that pertain to the design of tasks. The proposed framework consists of three types of mathematics assessment tasks, their respective competencies, and the characterization of students’ responses. The framework is exemplified with students’ responses from a fourth-grade classroom, and is also used to sketch different students’ profiles. Issues regarding the interpretation of students’ responses and the planning of instructional adjustments are discussed.

scholarly journals The Prevalence and Frequency of Authorial Identity among Undergraduate Students in Fiji

2018 ◽  
Vol 7 (6) ◽  
pp. 136
Author(s):  
Jasbir Karneil Singh ◽  
Ben K. Daniel
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Academic Writing ◽  
First Year ◽  
Esl Students ◽  
First Year Students ◽  
Student Writers ◽  
Authorial Identity ◽  
National University ◽  
Authorial Voice

Expressing an authoritative voice is an essential part of academic writing at university. However, the performance of the authorial self in writing is complex yet fundamental to academic success as a large part of academic assessment involves writing to the academy. More specifically, the performance of the authorial self can be complex for English as a Second Language (ESL) student-writers. This research investigated the extent to which ESL first-year students at the Fiji National University perform their authorial voice using interactional metadiscourse in their academic writing. The study employed a quantitative analysis of corpus produced by 16 Fijian ESL undergraduate students enrolled in an EAP course. The research found that the ESL authorial voice was predominantly expressed through boosters and attitude markers, with relatively little usage of other interactional metadiscoursal elements such as hedges, engagement markers and self-mentions. Further, the research showed that this particular cohort expressed their authorial voice and identity through boosted arguments and avoiding language that directly mentions the authorial self. The study concludes that the ESL authorial self for this cohort manifests itself in a selected range of selected interactional metadiscoursal elements, requiring the need to raise the awareness of self-reflective expressions for ESL students. The study also encourages further exploration of ESL authorial identity construction in academic writing at undergraduate level and beyond.

scholarly journals Application of Promotion, Map and Existing Tourism Information Systems in Solok Selatan District using Android Java Programming Language

KOMTEKINFO ◽  
2021 ◽  
Vol 8 (1) ◽  
pp. 84-91
Author(s):  
Hari Marfalino ◽  
Larissa Rani ◽  
Mardison ◽  
Ichsan Pribadi
Keyword(s):  
Information Systems ◽  
Programming Language ◽  
Mobile Technology ◽  
Mobile Applications ◽  
Java Programming Language ◽  
Java Programming ◽  
The People ◽  
Information Media ◽  
Tourism Information ◽  
Made In

The development of technology and information is felt very rapidly and this affects aspects of work that make work easier, one of which is the development of mobile technology, information media can now be made in the form of mobile applications, using mobile technology in the form of tourist applications, which provide information - information about tourism in the district of Solok Selatan, the search for tourism information in the district of Solok Selatan will be more practical to use and users can use this application wherever they are, this application can be used as a medium of knowledge about tourism in Solok Selatan district. This Solok Selatan tourist application is expected to be able to provide more knowledge about Solok Selatan tourism to the wider community, especially the people of Solok Selatan District.

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