Understanding the Value of Website Design and Analysis in a Comprehensive CALL Environment

2021 ◽  
pp. 907-938
Author(s):  
Debopriyo Roy
Keyword(s):  
Language Production ◽  
English Language ◽  
Website Design ◽  
Analysis And Design ◽  
Efl Context ◽  
Collaborative Environment ◽  
Analytical Thinking ◽  
Computer Mediated ◽  
Website Analysis ◽  
Metacognitive Reading Strategies

Website design, analysis, and related critical thinking in a CALL context are rather unique. This chapter presents an in-depth exploration of how website analysis and design pedagogy could help support analytical thinking and English language production in an EFL context. The study investigated if students could analyze English websites and comprehend and produce responses in English for eight open-ended questions, divided into two sets of design and inference-based queries. Additionally, students answered a questionnaire on their own awareness about the use of metacognitive reading strategies during website analysis and questionnaire responses. Results have demonstrated the reasonable ability for students to answer most design and inference set queries. This chapter also introduces the idea of a project-based CALL environment. This was created through 3D-printing-related processes and in-class design, and manufacturing of digital prototypes of products, that culminated in procedural documentation in a computer-mediated collaborative environment and with related website production.

Understanding the Value of Website Design and Analysis in a Comprehensive CALL Environment

2018 ◽  
pp. 86-117
Author(s):  
Debopriyo Roy
Keyword(s):  
Language Production ◽  
English Language ◽  
Website Design ◽  
Analysis And Design ◽  
Efl Context ◽  
Collaborative Environment ◽  
Analytical Thinking ◽  
Computer Mediated ◽  
Website Analysis ◽  
Metacognitive Reading Strategies

Website design, analysis, and related critical thinking in a CALL context are rather unique. This chapter presents an in-depth exploration of how website analysis and design pedagogy could help support analytical thinking and English language production in an EFL context. The study investigated if students could analyze English websites and comprehend and produce responses in English for eight open-ended questions, divided into two sets of design and inference-based queries. Additionally, students answered a questionnaire on their own awareness about the use of metacognitive reading strategies during website analysis and questionnaire responses. Results have demonstrated the reasonable ability for students to answer most design and inference set queries. This chapter also introduces the idea of a project-based CALL environment. This was created through 3D-printing-related processes and in-class design, and manufacturing of digital prototypes of products, that culminated in procedural documentation in a computer-mediated collaborative environment and with related website production.

Using Website Analysis as a Tool for Computer Assisted Language Learning in a Foreign Language Classroom

2016 ◽  
pp. 1055-1077 ◽  
Author(s):  
Debopriyo Roy
Keyword(s):  
Language Learning ◽  
Reading Strategies ◽  
Language Production ◽  
English Language ◽  
Practice Effect ◽  
Computer Assisted ◽  
Audience Analysis ◽  
Analytical Thinking ◽  
Website Analysis ◽  
Metacognitive Reading Strategies

This research explored how website analysis and design pedagogy could help support analytical thinking and English language production in an EFL context. In this study, 28 EFL-based computer science students took part in a website analysis experiment. The study investigated if students could analyze English websites and comprehend and produce responses in English for eight open-ended questions, divided into two sets of design and inference-based queries. Additionally, students answered a questionnaire on their own awareness about the use of metacognitive reading strategies, during website analysis and questionnaire responses. Results have demonstrated reasonable ability for students to answer most design and inference set queries. Questions on design, organization, audience analysis, and importance of the website were answered with better efficiency, when compared to few others. However, accuracy scores in neither set showed any significant practice effect, and rather performance dropped over the weeks. Further, self-reports indicated use of metacognitive reading strategies and significant correlations with accuracy scores during website analysis.

Using Website Analysis as a Tool for Computer Assisted Language Learning in a Foreign Language Classroom

2014 ◽  
Vol 4 (1) ◽  
pp. 21-43
Author(s):  
Debopriyo Roy
Keyword(s):  
Language Learning ◽  
Reading Strategies ◽  
Language Production ◽  
English Language ◽  
Practice Effect ◽  
Computer Assisted ◽  
Analysis And Design ◽  
Analysis Experiment ◽  
Website Analysis ◽  
Metacognitive Reading Strategies

This research explored how website analysis and design pedagogy could help support analytical thinking and English language production in an EFL context. In this study, 28 EFL-based computer science students took part in a website analysis experiment. The study investigated if students could analyze English websites and comprehend and produce responses in English for eight open-ended questions, divided into two sets of design and inference-based queries. Additionally, students answered a questionnaire on their own awareness about the use of metacognitive reading strategies, during website analysis and questionnaire responses. Results have demonstrated reasonable ability for students to answer most design and inference set queries. Questions on design, organization, audience analysis, and importance of the website were answered with better efficiency, when compared to few others. However, accuracy scores in neither set showed any significant practice effect, and rather performance dropped over the weeks. Further, self-reports indicated use of metacognitive reading strategies and significant correlations with accuracy scores during website analysis.

scholarly journals A Review of Studies on Cognitive and Metacognitive Reading Strategies in Teaching Reading Comprehension for ESL/EFL Learners

2019 ◽  
Vol 12 (6) ◽  
pp. 94
Author(s):  
Aziza M. Ali ◽  
Abu Bakar Razali
Keyword(s):  
English Language Learners ◽  
Reading Comprehension ◽  
Reading Strategies ◽  
English Language ◽  
Efl Learners ◽  
Written Information ◽  
Efl Teachers ◽  
Correct Reading ◽  
Efl Students ◽  
Metacognitive Reading Strategies

Being able to read well is important for English language learners. Through the process of reading, the learner becomes an active participant in producing an interaction with the writer of the text through predicting, analyzing, summarizing and using other types of reading strategies. However, building such a connection between the reader and the written information of the text is complex and for English as a second language (ESL) and English as a foreign language (EFL) students, it can be quite difficult for them to apply different types of reading strategies. This article provides a review of literature on 27 studies on the teaching of reading strategies (particularly cognitive and metacognitive reading strategies) for ESL/EFL learners, which reveals that ESL/EFL teachers need to keep updating their teaching methods to meet the ESL/EFL students’ needs, particularly in the use of correct reading strategies. The authors also highlight some of the main issues that prevent ESL/EFL students from improving and developing their reading comprehension. Furthermore, the authors discuss and conclude the article by suggesting to ESL/EFL teachers some teaching strategies to be applied in the reading lesson to improve the ESL/EFL students’ use of reading strategies.

scholarly journals Peer Assessment in Writing: A Critical Review of Previous Studies

2019 ◽  
Vol 10 ◽  
pp. 1478-1487
Author(s):  
Sonia Dutta Gupta ◽  
Fatimah Abdullah ◽  
Gu Li ◽  
Yang Xueshuang
Keyword(s):  
Foreign Language ◽  
Critical Review ◽  
English Language ◽  
Assessment Tool ◽  
Peer Assessment ◽  
Student Centered ◽  
Efl Context ◽  
Effective Assessment ◽  
Near Future

Peer assessment has attracted more attention an effective assessment tool in recent years. Peer assessment refers to the arrangement for peers to consider the quality of learning outcomes of others of similar status, it received attention of various studies due to the growing interest in the student centered approach as learners need to be involved in the learning process even in the assessment. This paper is a critical review of previous studies on peer assessment in English as Second/Foreign Language (ESL/EFL) context. Fifteen peer assessment studies from 2004 to 2017 were extensively reviewed and systematically analyzed. Peer assessment of  the reviewed studies were on the quality of the writing outcomes of students in the EFL/ESL contexts, as writing skill occupies an important role in teaching English language.  As a critical review paper of these studies, this paper highlights practical use of peer assessment and the important challenges or issues that need to be considered when utilizing peer assessment in the classroom. This paper hopes that practical measures of peer assessment will be utilized effectively by educators in the ESL and EFL classrooms in the near future.

scholarly journals Revisiting the Writing Assessment Process at a Saudi English Language Institute: Problems and Solutions

2018 ◽  
Vol 12 (1) ◽  
pp. 176
Author(s):  
Abdullah Alshakhi
Keyword(s):  
Writing Assessment ◽  
Teaching And Learning ◽  
English Language ◽  
Assessment Process ◽  
Literature Analysis ◽  
Efl Context ◽  
The Past ◽  
Problems And Solutions ◽  
English Language Institute ◽  
Holistic Rubric

Over the past several decades, writing assessment has evolved in an ever-growing attempt to provide contextual fairness to a student while maintaining standards across a larger community. This study analyzed writing assessment at a Saudi English Language Institute (ELI) by first discussing teaching and learning in an EFL context before examining the shortcomings of current Saudi methods in assessment. A universal rubric created by the Saudi ELI allows for consistency across the program and cross-grading between teachers ensures honesty in assessment, but this rigidity leads to a lack of trust between teachers and coordinators and disallows contextual-based learning. First-hand research and literature analysis show that an analytic, rather than holistic, rubric will allow greater contextual-based learning, and that elimination of cross-grading will empower a teacher to become more directly involved with each student. These changes ultimately benefit the students, teachers, and coordinators of the program.

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