scholarly journals STUDENTS’ EXPERIENCES ON LEARNING LISTENING THROUGH TECHNOLOGY-BASED TOOL

2021 ◽  
Vol 8 (8) ◽  
Author(s):  
Pham Kim Chi
Keyword(s):  
Language Learning ◽  
Thematic Analysis ◽  
Learning Process ◽  
Listening Skills ◽  
Structured Interviews ◽  
Close Attention ◽  
Self Directed Learning ◽  
Pedagogical Tool ◽  
Directed Learning ◽  
Efl Students

<p>Using technology tools in the classroom can now be facilitated students' engagement and self-directed learning to support a learner-centred environment in educational contexts under varied perspectives. In language learning, evaluating a particular language skill focused on technology is crucial in students' experience. EFL students face several difficulties as noise, accent, vocabulary, and pronunciation while listening. Therefore, employing listening with technology is significantly necessary to enhance students' listening skills. However, rare research has provided the students' reflection under constructivist perspectives after studying with the technology-based listening tool. Thus, the current study narrows this empirical gap. Semi-structured interviews and observation were instruments employed to collect data. Using thematic analysis (Braun and Clarke, 2006), the results of this study indicated that five themes were individualised listening, collaborative learning, self-directed learning, consideration of errors, and pronunciation improvement. Students were more engaged when listening to tasks independently, considering their errors for further improvement, and self-directed learning in this study. Additionally, they mostly perceived themselves to improve their listening and pronunciation in the future. Teachers should pay close attention to speakers' voices, accents, and feedback when designing and implementing tasks to maximise learners' listening learning process. This study has implications on using BookWidgets as a potential pedagogical tool for English courses.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0781/a.php" alt="Hit counter" /></p>

scholarly journals Remodeling Teachers' and Students' Roles in Self-directed Learning Environments: The Case of Saudi Context

2019 ◽  
Vol 10 (3) ◽  
pp. 549
Author(s):  
Iman El-Nabawi Abdel Wahed Shaalan
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
Foreign Language Learning ◽  
Structured Interviews ◽  
Language Performance ◽  
Self Directed Learning ◽  
Positive Attitudes ◽  
Teachers And Students ◽  
Directed Learning ◽  
And Performance

Traditional classrooms are markedly teacher-centered. EFL learners are largely urged to commit themselves to communicative learning environments which help them enhance their language performance. Self-directed learning is one of the approaches which proved to be highly effective in Foreign Language Learning (FLL). EFL teachers are usually encouraged to adopt self-directed learning practices in order to improve students’ linguistic competence and performance. Recently, many Saudi universities integrated self-directed learning mode into EFL instruction. However, students' language performance, which is crucial to finding a job opportunity in labor market, is below the desired level. The study aims at remodeling teachers' and students' roles in light of students’ perceptions of English self-directed learning. To achieve this ultimate goal, a questionnaire survey is administered and follow-up semi-structured interviews are held. Results showed that both male and female students have generally positive attitudes towards self-directed learning. However, many of them have real problems with understanding the nature of self-directed learning and how they should use it effectively. Therefore, both institutions and teachers are recommended to improve students’ understanding and awareness of self-directed learning modes, and to rethink their roles.

scholarly journals Self-Directed Later Life Learning: Individual and Social Contexts

2017 ◽  
Vol 14 (1) ◽  
pp. 2-25 ◽  
Author(s):  
Šatienė Salomėja
Keyword(s):  
Older Adults ◽  
Social Networks ◽  
Thematic Analysis ◽  
Research Method ◽  
Later Life ◽  
Social Contexts ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Directed Learning

AbstractThe purpose of the study was to investigate how self-directed later life learning is utilized and interpreted by older adults in their particular environments. The following questions were raised: What are the opportunities for older adults’ engagement in self-directed learning in their environments? How older adults realize their self-directed learning in response to the opportunities provided by their environments? Thematic analysis was used as research method to analyse participants’ experiences and meanings they attribute to self-directed learning in their actual environments. The data was collected through semi-structured interviews with 12 older adults engaged in their self-directed learning pursuits. The findings from the study showed that older adults’ engagement in generativity-based activities, interest-based activities and social networks are contexts of self-directed learning in later life; these contexts support older adults’ self-directed learning by providing learning impetus, opportunities and resources; realization of self-directed learning is influenced by ageing-related changes and individual circumstances of older adults.

A Case Study on the Application of Cognitive Strategies to Malay Mandarin Learners

2020 ◽  
Vol 15 (1) ◽  
pp. 1-10
Author(s):  
Lew Ya Ling
Keyword(s):  
Social Media ◽  
Language Learning ◽  
Language Learners ◽  
Learning Process ◽  
Cognitive Strategies ◽  
Chinese Characters ◽  
Self Directed Learning ◽  
Mandarin Language ◽  
Directed Learning

Through questionnaire survey and interview, this research analyzes the cognitive strategies application of Universiti Teknologi MARA Perlis Malay students during their Mandarin language learning process. This research then further conducts the case studies on the good language learners, to find out the method of cognitive strategies used by the good language learners to enhance Mandarin language using ability. The results have shown that, good language learners prefer to learn Mandarin through Mandarin films and pay more attention to the use of Chinese characters in social media than general learners. On the whole, there are not many applications of cognitive strategies for the Malay students, and their awareness of self-directed learning is still weak. Therefore, this study also explores the methods of teachers to assist students in learning.

scholarly journals A Dynamic Model for Autonomy: Self-Assessment as Reflection

Relay Journal ◽  
2018 ◽  
pp. 47-54
Author(s):  
Maria Giovanna Tassinari
Keyword(s):  
Language Learning ◽  
Dynamic Model ◽  
Language Proficiency ◽  
Learning Process ◽  
Self Directed Learning ◽  
Self Assessment ◽  
Assessment Of Learning ◽  
Learning Contexts ◽  
Directed Learning

Self-assessment, as the independent judgment of the learner on their own competencies or achievements, ideally based upon self-determined criteria (Kleppin, 2005, p. 107), aims at raising the learner’s awareness of their strengths and progress within the language learning process and is therefore crucial in autonomization processes. Beside self-assessment of language proficiency, self-assessment of learning competences and competences for autonomy should be integrated into the language learning process. However, since autonomy is a complex and fluctuating construct, it is advisable to encourage self-assessment with qualitative and dynamic tools which allow learners to reflect on their competences and goals at different times of the learning process and with different focuses. The dynamic model for autonomy (Tassinari, 2010, 2015) was conceived to describe autonomy in its complexity and to support reflection. In this contribution, I will briefly describe the dynamic model and illustrate a procedure for self-assessment and reflection in self-directed learning contexts.

Technology and Learner Autonomy: An Argument in Favor of the Nexus of Formal and Informal Language Learning

2019 ◽  
Vol 39 ◽  
pp. 52-58 ◽  
Author(s):  
Chun Lai
Keyword(s):  
Language Learning ◽  
Informal Learning ◽  
Learning Experience ◽  
Learner Autonomy ◽  
Self Directed Learning ◽  
Learning Contexts ◽  
Directed Learning ◽  
Technology Aids ◽  
Constructed Self ◽  
The Relationship

AbstractThis article discusses some of the current research on technology in relation to learner autonomy, outlining major findings on the relationship between technology and learner autonomy in formal and informal learning contexts. Extant literature has discussed both teacher-initiated technology-enhanced formal learning environments and learner-constructed self-directed learning experience in informal learning contexts. Although valuable in the insights it provides into how technology aids learner autonomy, the two bodies of literature have largely been independent from each other, which may constrain our understanding.

scholarly journals Effect of self-directed learning process on multimedia competencies of educational technology students

2015 ◽  
Vol 7 (1) ◽  
pp. 22
Author(s):  
Mohsen  Bagheri ◽  
Mohammad Hashemi Gheshlaghi ◽  
Fatemeh Joshaghan Nezhad
Keyword(s):  
Educational Technology ◽  
Learning Process ◽  
Self Directed Learning ◽  
Paired Samples ◽  
Technology Students ◽  
Multimedia Production ◽  
Significant Difference ◽  
Post Test ◽  
Directed Learning ◽  
Multimedia Competencies

The current study aimed to investigate the effectiveness of the Self-directed Learning (SDL) process on multimedia competencies of educational technology students at Arak university in Iran. The sample of the study consisted of all educational technology students studying at Arak university. The sample included students who were selected for project courses in the  second semester of academic year 2014-2015. The quasi-experimental research, pre-test, post-test design was used for the study. Before the treatment, the pretest of multimedia competencies was employed, then students in the project course received education through the SDL process. The period lasted for 13 weeks, then the post-test was conducted. For data collection, the researchers prepared a questionnaire of multimedia competencies with three subscales (multimedia instructional design, multimedia production skills, and multimedia production tools). The validity of the questionnaire was confirmed by experts in the field of Educational Technology, and Cronbach's alpha coefficient was obtained as a reliability of 0.90. The data were analyzed with independent and paired-samples t-test. The results showed that there was a significant difference between students’ scores in pre-test and post-test; and there was no significant difference between male and female students’ scores on multimedia competencies.Keywords: educational technology, self-directed learning process, multimedia competencies

scholarly journals Online Graduate Student Perceptions of Program Community

2019 ◽  
Vol 16 ◽  
Author(s):  
Craig Shepherd ◽  
Doris Bolliger
Keyword(s):  
Online Education ◽  
Student Perceptions ◽  
Learning Process ◽  
Online Course ◽  
Self Directed Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Content ◽  
E Learning ◽  
Directed Learning

Facilitating an online course in today’s student population requires an educator to be innovative and creative and to have an impactful online presence. In the current online learning environment (also known as e-learning), keeping students’ thoughtfully engaged and motivated while dispensing the required course content necessitates faculty enabling a safe, nonjudgmental environment whereby views, perspectives, and personal and professional experiences are encouraged. The educator must exhibit an educator-facilitated active, student-centered learning process, whereby students are held accountable for their active participation and self-directed learning while balancing a facilitator role to further enhance the learning process. This article explores one educator’s reflective practice process that has been developed over numerous years as a very early adopter of online education. It will explore the organizational aspect of teaching-facilitating a dynamic robust online course.

scholarly journals English Language Learning Demotivating Factors for Saudi High School EFL Students

2021 ◽  
Vol 14 (8) ◽  
pp. 29
Author(s):  
Raneem Alyousif ◽  
Zainab Alsuhaibani
Keyword(s):  
High School ◽  
Public Schools ◽  
Language Learning ◽  
Technology Use ◽  
Extrinsic Motivation ◽  
English Language ◽  
Collaborative Work ◽  
Language Teachers ◽  
Structured Interviews ◽  
Efl Students

Demotivating factors are one of the sources that can reduce students&rsquo; motivation toward language learning. This study investigated language learning demotivating factors among high school EFL students. It also explored the educational implications and recommendations for promoting EFL students&rsquo; motivation from teachers&rsquo; perspectives. A total of 365 Saudi high school EFL students and 18 secondary English language teachers from six public schools participated in the study. The data of the study were collected via two research instruments: a questionnaire and semi-structured interviews with students and teachers. The results revealed that subject- related and teacher-related demotivating factors were the most reported demotivating factors for Saudi high school EFL students. The results also showed that lack of interesting topics, lack of activities for practicing English, overemphasis on grammar, and incompetence of teachers were the most demotivating factors for EFL students toward English learning. Moreover, several recommendations for promoting students&rsquo; motivation have been suggested by teachers such as technology use, extrinsic motivation and encouragement, and competitive and collaborative work.&nbsp;

scholarly journals Self-Directed Learning Readiness (SDLR) among Foundation Students from High and Low Proficiency Levels to Learn English Language

2018 ◽  
Vol 15 (Number 2) ◽  
pp. 55-81
Author(s):  
Abu Bakar Razali ◽  
Lim Ying Xuan ◽  
Arshad Abd. Samad
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
English Proficiency ◽  
T Test ◽  
Language Learning Strategies ◽  
Self Directed Learning ◽  
Proficiency Levels ◽  
Significant Difference ◽  
Directed Learning

Purpose – In the field of second language education, self-directed learning is really important as it can empower students to attain optimal success in language learning by engaging students to express their ideas confidently, think reflectively and make use of language learning strategies. The main aim of the present study is to investigate students’ self-directed learning readiness (SDLR) in a foundation program in a public university in Malaysia so as to find out how they perceive this approach can improve their learning of the English language at tertiary level. More specifically, the researchers intend to find answers to these research questions: 1) Are foundation students ready to use self-directed learning strategies in English Language learning? (i.e. awareness, motivation and language learning strategies); 2) Is there a significant difference in the three attributes (i.e., awareness, motivation and language learning strategies) of self-directed learning among foundation students?; and 3) Is there a significant difference between English language proficiency (upper and lower) and the three attributes (i.e., awareness, motivation, language learning strategies) in using self-directed learning strategies? Methodology – A set of survey questionnaires with a 6-point Likert scale were administered to 400 students attending an English proficiency course (i.e., Introduction to Academic English) in the first semester of the Foundation Studies for Agricultural Science program. The data of the questionnaire were analyzed using descriptive statistics, independent samples t-test and paired samples t-test. Findings – Results revealed that the respondents have a rather high degree of readiness to apply self-directed learning strategies in learning English. Motivation has the highest mean scores (M=4.57), followed by language learning strategies (M=4.41) and awareness (M=4.34). Results also showed that there are no difference in terms of SDLR depending on English proficiency levels, namely lower level (MUET Bands 1,2,3) and upper level (MUET Bands 4,5) (p>.05). Significance – The findings are beneficial for students to learn more about their readiness to apply the self-directed learning strategies. In particular, these findings also provide insights for lecturers, program administrators, curriculum developers, and policy makers to plan and implement suitable teaching methods, course outlines, and curricula for the development of the students’ English language abilities.

scholarly journals Teaching Communicatively in a Classroom with Mobile-sourced Materials

2021 ◽  
Vol 12 (5) ◽  
pp. 23
Author(s):  
Rupert Walsh
Keyword(s):  
Language Learning ◽  
English Language ◽  
Classroom Teaching ◽  
The Novel ◽  
Self Directed Learning ◽  
Shared Experience ◽  
Mobile Assisted Language Learning ◽  
Material Sources ◽  
Directed Learning ◽  
Student Reactions

Mobile Assisted Language Learning (MALL) is now common in extra-curricular language learning, but, more recently, teachers have increasingly sought ways to utilise MALL as a communicative classroom tool. Research into the extent that MALL can transform a whole communicative language course, and learners’ impressions of such courses, is scarce. This study, therefore, sought the opinions of five undergraduate learners on a short communicative English language course based on communicative principles, with materials entirely sourced from learner’s own devices. Learner reflections elicited in interviews suggested that MALL had aided the facilitation of an environment that was interactive, motivating, differentiated, authentic and autonomous, at times potentially more so than on a course using traditional material sources. The novel aspect of allowing freedom in choosing materials caused some complications, though none were considered insurmountable with minor adjustments to the course plan. In summary, student reactions implied that a communicative course could be taught exclusively through mobile-sourced materials, but further research is required to identify exactly how this would best be achieved. Nevertheless, findings here give reasons for practitioners to explore methods of classroom teaching inclusive of MALL that encourage self-directed learning, the creation of a platform for interaction, personalization, differentiation, a shared experience for learners and elements of game-play.

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