Design Principles for an Intelligent-Augmented-Reality-Based M-Learning Application to Improve Engineering Students' English Language Skills

2017 ◽  
pp. 215-232 ◽  
Author(s):  
Derya Bozdogan ◽  
Buket Kasap ◽  
Utku Kose
Keyword(s):  
Augmented Reality ◽  
Language Learning ◽  
English Language ◽  
Engineering Students ◽  
Language Skills ◽  
Design Procedure ◽  
Design Principles ◽  
Board Structure ◽  
Game Based Learning ◽  
English Language Skills

Introducing an intelligent augmented reality based M-learning application designed and developed for improving engineering students' English language skills, this chapter reports a work-in-progress that focuses on system design procedure. The application consists of Artificial Intelligence (AI) based functions to ensure an effective learning flow while taking advantages of game-based learning by providing a story board structure with a content tree. Four design principles “fair use, flexible use, fault tolerance, educational climate” by Elias in addition to Stockwell and Hubbard's principles for mobile supported language learning have been taken into account. Furthermore, the proposed system here employs an effective approach combining both real and virtual environments to achieve an Augmented Reality based learning experiences for students. After the introduction of the application, the chapter outlines how it will be processed in the future.

Design Principles for an Intelligent-Augmented-Reality-Based M-Learning Application to Improve Engineering Students' English Language Skills

2018 ◽  
pp. 881-899
Author(s):  
Derya Bozdogan ◽  
Buket Kasap ◽  
Utku Kose
Keyword(s):  
Augmented Reality ◽  
Language Learning ◽  
English Language ◽  
Engineering Students ◽  
Language Skills ◽  
Design Procedure ◽  
Design Principles ◽  
Board Structure ◽  
Game Based Learning ◽  
English Language Skills

Introducing an intelligent augmented reality based M-learning application designed and developed for improving engineering students' English language skills, this chapter reports a work-in-progress that focuses on system design procedure. The application consists of Artificial Intelligence (AI) based functions to ensure an effective learning flow while taking advantages of game-based learning by providing a story board structure with a content tree. Four design principles “fair use, flexible use, fault tolerance, educational climate” by Elias in addition to Stockwell and Hubbard's principles for mobile supported language learning have been taken into account. Furthermore, the proposed system here employs an effective approach combining both real and virtual environments to achieve an Augmented Reality based learning experiences for students. After the introduction of the application, the chapter outlines how it will be processed in the future.

Design Principles for an Intelligent-Augmented-Reality-Based M-Learning Application to Improve Engineering Students' English Language Skills

2018 ◽  
pp. 378-395
Author(s):  
Derya Bozdogan ◽  
Buket Kasap ◽  
Utku Köse
Keyword(s):  
Augmented Reality ◽  
Language Learning ◽  
English Language ◽  
Engineering Students ◽  
Language Skills ◽  
Design Procedure ◽  
Design Principles ◽  
Board Structure ◽  
Game Based Learning ◽  
English Language Skills

Introducing an intelligent augmented reality based M-learning application designed and developed for improving engineering students' English language skills, this chapter reports a work-in-progress that focuses on system design procedure. The application consists of Artificial Intelligence (AI) based functions to ensure an effective learning flow while taking advantages of game-based learning by providing a story board structure with a content tree. Four design principles “fair use, flexible use, fault tolerance, educational climate” by Elias in addition to Stockwell and Hubbard's principles for mobile supported language learning have been taken into account. Furthermore, the proposed system here employs an effective approach combining both real and virtual environments to achieve an Augmented Reality based learning experiences for students. After the introduction of the application, the chapter outlines how it will be processed in the future.

scholarly journals Improving English Language Proficiency of Graduate Students by Online Learning Apps available on Smartphone

2019 ◽  
Vol IV (III) ◽  
pp. 535-543
Author(s):  
Shahida Naz ◽  
Mamuna Ghani ◽  
Shahid Nawaz
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
Language Learning ◽  
Language Proficiency ◽  
Digital Literacy ◽  
English Language ◽  
Language Skills ◽  
English Language Proficiency ◽  
English Language Skills

The field of digital literacy is developing rapidly; consequently, the interest of researchers has also shifted now. The current research study was to explore the role of online learning Apps available on smartphones in improving graduate students' English language proficiency. Quantitative and qualitative research methods were used in this study. Data were collected through a questionnaire that had close-ended and open-ended questions. Questionnaires were distributed among 480 graduate-level students studying in 6 universities of Punjab, Pakistan. Data were analyzed by using Statistical Package for Social Sciences (SPSS 22.0) to find out results in the form of Percentage, Mean Score, Standard Deviation by applying the Independent Sample T-Test. The results of the study demonstrated the potential of Mobile Assisted Language Learning (MALL) as an anticipatory approach to improving English language skills. Results showed that students were pleased to use smartphones to improve their English language proficiency. They responded positively about the role of smartphones in improving English language skills. On the basis of findings, the researcher concluded that smartphone plays an important role in improving students' English language proficiency.

scholarly journals Integrating True Short Stories into English Classes: The Case of Foundation Students in Oman

2017 ◽  
Vol 10 (3) ◽  
pp. 164
Author(s):  
Munira Said Al Siyabi
Keyword(s):  
Short Stories ◽  
Language Learning ◽  
English Language ◽  
Participant Observation ◽  
Language Skills ◽  
Study Data ◽  
Historical Texts ◽  
English Class ◽  
Meaningful Context ◽  
English Language Skills

Searching for practical ways to improve students’ English language skills is a real concern for all English teachers. There is a consensus among ELT practitioners regarding the significance of reading for learning new languages, since reading gives depth to language learning (Stern, 2001). Thus, teachers are obligated to provide their students with interesting and suitable texts to read. Real stories are by far more interesting and involving than scientific and historical texts. The present study aimed to investigate students’ perceptions of reading true short stories and its benefits. The study data were collected through a survey and participant observation of 19 level D students in Oman. The study findings indicated that using stories during English class was an interesting experience and had good potential as a tool to improve English language skills. The meaningful context created by the true short stories made it much easier for the teacher to conduct and run the class.

scholarly journals Medical Students’ English Language Learning: Needs and Perceptions

2018 ◽  
Vol 13 (1) ◽  
pp. 164-190
Author(s):  
Amin Karimnia ◽  
Mohammad Reza Khodashenas
Keyword(s):  
Medical Students ◽  
Language Learning ◽  
English Language ◽  
Language Skills ◽  
Target Language ◽  
Needs Analysis ◽  
English Language Learning ◽  
Learning Needs ◽  
Skills Use ◽  
English Language Skills

Summary This study investigated the medical students’ English language learning needs and their perceptions of ESP courses in an academic environment. To do this, 100 medical students studying medical sciences in the faculty of medicine in Mashhad, Iran, were selected as the participants. Hutchinson and Waters’ target language needs analysis framework was drawn on as the analytic model guiding the study. A needs analysis questionnaire was used for data collection. The questionnaire designed to identify the learners’ perceptions of the frequency of English language skills/sub-skills use, the importance of English language learning, their ability in using language skills, their needs of language learning and their preferences of an English language course. After gathering and analyzing the data, it was found that reading skill is given priority by the students in terms of frequency of use, importance and proficiency. It also revealed that students need and prefer training in speaking, listening and communication skills. Considering the students’ perceptions of the current ESP course, the findings implied that the English language skills incorporated in the current ESP book for the medical students and the allocated time for this course are not compatible with the English language learning needs and wants of the students.

E-Reading and E-Learning @ Higher Elevations

2019 ◽  
Vol 118 (11) ◽  
pp. 417-423
Author(s):  
V. P. Rathi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Language Skills ◽  
Independent Learning ◽  
E Learning ◽  
Development Of Language ◽  
The Government ◽  
English Language Skills

The present paper aims at the advancement of e-reading and e-learning among the students, English language learners, teachers and all other academicians in India.  There is a tremendous change in the development of language either it is one’s native language or English as second language, the lingua franca or the official language.  E-reading is particularly a self-selected one and it has a wonderful impact on the English language readers. The modern day students are visually oriented students and they prefer e-reading and e-learning method to enrich their English knowledge.  NDLI, the digital library of India and NPTEL, Swayam are helpful e-resources for many English language learners, teachers and other academicians.  The Government of India encourages students and teachers by admitting them in online courses especially to improve their English language skills.  Google Classroom, Youtube linkages on education are becoming more and more popular and become effective in the process of English language learning.  With a lot of advancement today, the English language learners are provided with independent learning also.  The advancement of e-reading and e-learning enhance the students to improve their English language skills.

scholarly journals Integration in Flipped Classroom Technology Approach to Develop English Language Skills of Thai EFL Learners

2019 ◽  
Vol 12 (11) ◽  
pp. 23
Author(s):  
Pongpatchara Kawinkoonlasate
Keyword(s):  
Language Learning ◽  
Flipped Classroom ◽  
English Language ◽  
Language Skills ◽  
Educational Process ◽  
Classroom Technology ◽  
Teaching Methodology ◽  
Academic Paper ◽  
English Classroom ◽  
English Language Skills

The technology of flipped classroom technology approach implies such organization of the educational process in which classroom activities and homework assignments are reversed. Nowadays, the flipped classroom technology approach is altering how we collect information, conduct research, and share data with others in the Thai educational system. New technological tools are changing the education community and how the instructors pass on knowledge to learners. With this new tool, the flipped classroom technology approach is being integrated into the classroom at larger scales in most educational levels, especially in Thailand. With more electronic resources available for instructors, new teaching methodologies are being used to improve both EFL and ESL learners. The aims of this academic paper are to acknowledge the significance of applying the flipped classroom technology approach for instructors and language skill development in learners, to discuss the process of integration into the classroom, and review possible usages with the introduction of flipped approach into the English classroom with regards to reading, writing, listening, and speaking. Throughout this paper, the term flipped classroom technology approach and integration have been defined. An explanation of the use of the flipped approach is given. Previous studies and research on the use of the flipped classroom technology approach, in order to improve English language learning skills, in the classroom have been reviewed and discussed. Positive ways this teaching methodology could be used to assist learners to improve their English language skills are also suggested.

scholarly journals THE ROLE PLAYED BY FACEBOOK IN DEVELOPING STUDENTS’ ENGLISH LANGUAGE SKILLS

2020 ◽  
pp. 11-22
Keyword(s):  
Social Media ◽  
Foreign Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Language Skills ◽  
English Language Learning ◽  
Facebook Use ◽  
Highly Effective ◽  
English Language Skills

This study investigates students’ perceptions about the use of Facebook as a popular forum of social media in relation to learning English as a foreign language. Their approaches while using Facebook and the nature of Facebook have also been examined. Data were collected from sixty-five undergraduate students through the tool of questionnaire. Findings suggest that Facebook use is highly effective in developing students’ different skills and areas of English language. Some of the possible threats to students’ proficiency have also been pointed out. The study concludes that students on the whole are positive about the advantages in English language learning while using Facebook. Facebook is not only use for messages, and talking but get something new for learning.

scholarly journals Cognitive Presence in a Blended Learning Environment at Jordanian Universities

2020 ◽  
Author(s):  
Jibrel Harb ◽  
Pramela Krish
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Language Learning ◽  
English Language ◽  
Language Skills ◽  
Cognitive Presence ◽  
Online Instructors ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
English Language Skills

Cognitive presence is the ability of the learners to project their mental and perceptual presence. This paper aims to investigate cognitive presence when using a Blended Learning environment. The article also aims at exploring university students' attitudes towards using a BL environment in language learning, since BL perception, as a computer learning environment, has become a requirement to enhance language learning. The sample for the study consists of 100 students studying the English Language Skills course at Al-Balqa Applied University (BAU) in Jordan, who responded to a questionnaire on cognitive presence issues. The findings of the study reveal that Blended Learning (BL) can create a vibrant cognitive presence, which enables to support active language learning. The results share some positive attitudes towards a cognitive presence in a BL environment. The study recommends that more research on the part of the online instructors to create and enhance cognitive presence is necessary to benefit learning English language skills.

scholarly journals THE DILEMATIC ON-LINE ENGLISH LEARNING DURING THE COVID-19 PANDEMY IN RURAL AREA

2020 ◽  
Vol 3 (2) ◽  
pp. 43
Author(s):  
Moh Hafidz
Keyword(s):  
Language Learning ◽  
Rural Area ◽  
Student Motivation ◽  
English Language ◽  
Virus Disease ◽  
Language Skills ◽  
English Learning ◽  
The Government ◽  
Analyse Data ◽  
English Language Skills

Abstract: The government has made a decision of COVID-19 pandemic through the Minister of Education and Culture Circular No. 4 dated 24 March 2010 concerning the Implementation of Education Policy in the Emergency Period of Corona Virus Disease (COVID-19), namely learning from home. The problems are English language skills and students’ motivation. This study aims to describe English language skills and student motivation during the COVID-19 pandemic. The benefit is facilitating lecturers in online learning based on appropriate applications with students are in the rural area. This study uses a qualitative descriptive method by conducting the Monkey Survey application to collect and analyse data, it created and applied on May 29, 2020 and closed on May 31, 2020. After May 31, 2020 respondents could not open and fill out the questionnaire because the closed Application. The sample of this study was 35 students who studied English online by using different applications. The category is the education category and this application was modified on June 2, 2020. The result of his research is that online English Learning research during the COVID-19 pandemic is that the use of the WhatsApp, Facebook, YouTube and Google Classroom applications improve writing, listening and speaking skills and have no effect on reading skill, because reading skills can be improved by using the Schoology application. While the Schoology application cannot be used because of internet network limitations and quotas. Other findings are that online English language learning during the COVID-19 pandemic cannot increase student motivation. 

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