scholarly journals Self-efficacy of Art Undergraduates in Mobile-assisted English Learning

2021 ◽  
Vol 1 (4) ◽  
Author(s):  
BI SHANSHAN
Keyword(s):  
College Students ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Self Efficacy ◽  
English Language ◽  
Survey Method ◽  
English Learning ◽  
Art Students ◽  
Self Confidence ◽  
Teachers And Students

This research adopts the questionnaire survey method and selects 208 freshmen from the Guangxi Arts University as the research objects. The research studies the English self-efficacy and mobile learning situation of art college students and understands students’ views on using mobile devices/platform to assist in their learning of the English language. Results found that all students have mobile phones which allow teachers and students to use them for English learning. Besides, most art college students have a low sense of English self-efficacy, including low self-confidence, low enthusiasm in English learning, and average level of solving English learning difficulties. In addition, more than half of the students agree with the use of mobile devices/platforms to assist in English learning. Only a small number of people oppose it. This finding lays a preliminary foundation for later empirical research on using mobile learning to cultivate the English self-efficacy of art students.

scholarly journals Vol 7, No 1 (2015)

2015 ◽  
Vol 7 (3) ◽  
Author(s):  
Fezile Ozdamli
Keyword(s):  
Educational Technology ◽  
Critical Pedagogy ◽  
Mobile Learning ◽  
Prospective Teachers ◽  
Technology Use ◽  
Self Efficacy ◽  
Flipped Classroom ◽  
English Language ◽  
Computer Assisted ◽  
Teachers And Students

Vol 7, No 1 (2015) Table of Contents Message from guest editorAdile Askim Kurt Visiting digital fluency for pre-service teachers in TurkeyKadir   Demir, Betul Aydin, Nazife Sen Ersoy, Aydin  Kelek, Ismail Tatar, Abdullah Kuzu, Hatice Ferhan   Odabasi01-08 Prospective teachers’ information and communication technology metaphorsOmur   Akdemir, Dincer Bicer, R. Sukru Parmaksiz09-21                                                        Effect of self-directed learning process on multimedia competencies of educational technology studentsMohsen  Bagheri, Mohammad Hashemi Gheshlaghi, Fatemeh Joshaghan Nezhad22-30 New trends on mobile learning area: The review of published articles on mobile learning in science direct databaseEmrah Soykan, Huseyin Uzunboylu31-41 Technology-Enhanced instruction in learning world languages: The middlebury interactive learning programCynthia Lake, Steven M. Ross42-62 Do teachers and students get the ed-tech products they need: The challenges of ed-tech procurement in a rapidly growing marketJennifer Morrison, Steven M. Ross, Roisin P. Corcoran63-86 The effect of simulation methods in teaching physics on students’ academic successCigdem Hursen, Gulsum Asiksoy87-98                 Vol 7, No 2 (2015) Table of Contents Turkish teachers’ and students’ perceptions towards computer assisted testing in comparison with Spanish teachers’ and students’ perceptionsAslihan Berber, Jesus Garcia Laborda96-106 Pre-service teachers’ opinions on cloud supported social networkSeher Ozcan, Sahin Gokcearslan, Volkan Kukul107-118 Effects of webquest on the achievement and motivation of Jordanian University students of (independent & dependent) cognitive styleOsamah (Mohammad Ameen)  Aldalal, Yousef Ahmed Eyadat, Ziad Waleed Mohamed Ababneh119-135 Designation of teacher candidates’ self-efficacy and success level in designing multimediaVasfi Tugun, Fezile Ozdamli136-141 Flipped classroom: A review of recent literatureHuseyin Uzunboylu, Damla Karagozlu142-147  Vol 7, No 3 (2015) From the EditorFezile Ozdamli1 Table of Contents1 World Journal on Educational Technology (WJET)Referees Index1  Teachers beliefs and technology use in kindergarten and elementary classroomsMajedah Fawzi Abu Al Rub149-156 Understanding students’ satisfaction and continuance intention of e-learning: Application of expectation–confirmation modelForouzan Rezaeian Tiyar, Hooshang Khoshsima157-166 Advantages of using webquests in Efl Classes in A Technical UniversityMarina Valeryevna Kuimova, Maksim Anatolyevich Golousenko, Denis Sergeevich Nikiforov, Vladislav Vladimirovich167-171 On the implementation of critical pedagogy in english language institutes in IranSaeed Mehrpour, Afsaneh Baharloo172-185 Examining the instructors computer self-efficacy perceptionsAli Semerci, Hafize Keser186-198 

scholarly journals APPLYING COOPERATIVE LEARNING TO COLLEGE STUDENTS TO ENHANCE THEIR COMMUNICATIVE SKILLS

2020 ◽  
Vol 2 (3) ◽  
pp. 71-78
Author(s):  
Miressa Amenu Terfa
Keyword(s):  
College Students ◽  
Cooperative Learning ◽  
Foreign Language ◽  
Native Language ◽  
Group Discussion ◽  
Art Students ◽  
Communicative Skills ◽  
Teachers And Students ◽  
Language Classrooms ◽  
Group Members

Cooperative learning has proved to be an effective method for both teachers and students and it has been found to have many positive benefits to foreign language teaching.  This paper was aimed at applying cooperative learning to college students for English as a foreign language (EFL). The participants of the study were summer three Art students of Mettu College of Teachers Education. Accordingly, all participants were selected through purposive sampling techniques for the questionnaire and Focus group discussion. Qualitative data were obtained and analyzed qualitatively. The major findings of this study suggested that cooperative learning helped significantly to enhance the college learners’ oral communicative skills and their motivation toward learning English as a Foreign Language (EFL). Furthermore, the findings revealed students’ contradictory views regarding native language use and whether CL could help them improve their language skills. Sometimes, students switched to their native language to clarify points or communicate with group members since, as noted in the observations, a large percentage of language classrooms allowed students to use their native language during group discussion.

scholarly journals Toward a framework for strengthening participants' self-efficacy in online education

2020 ◽  
Vol 15 (3) ◽  
pp. 351-370
Author(s):  
Arnab Kundu
Keyword(s):  
Online Education ◽  
Self Efficacy ◽  
Content Type ◽  
Self Confidence ◽  
Intervention Measures ◽  
Academic Activities ◽  
Teachers And Students ◽  
Asian Context ◽  
Constituent Elements

PurposeThe purpose of this study was to review the role of self-efficacy in online education with an objective to propose a holistic framework for strengthening participants' self-efficacy, especially in the Asian context.Design/methodology/approachTo investigate the potential role of self-efficacy of the participants of online academic activities, this study followed the conceptual analysis method, which is breaking down concepts into constituent elements to get a superior understanding of a particular philosophy.FindingsThe findings revealed that self-efficacy, the level of confidence someone has to perform a particular task, is an important factor among teachers and students operating online platforms, and enhanced efficacy is capable of encouraging online practices. Finally, the study proposed a framework to strengthen self-efficacy among participants with intervention measures to make online education effective and impressive.Research limitations/implicationsThe proposed framework will help stakeholders of online education to improve their efficacy and leverage the potential of online education to the fullest. Millions of first-generation online users in many Asian countries who possess low self-confidence in their ability might find the framework easier for better integration, interaction and collaboration in the online learning environment.Originality/valueA vast literature survey was made before proposing this framework that could open up a new dimension in online education by scaffolding participants' inner thrust.

scholarly journals Exploring Factors Causing Demotivation and Motivation in Learning English Language among College Students of Quetta, Pakistan

2017 ◽  
Vol 7 (2) ◽  
pp. 81 ◽  
Author(s):  
Maheen Sher Ali ◽  
Zahid Hussain Pathan
Keyword(s):  
College Students ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
English Language ◽  
Motivating Factors ◽  
Course Content ◽  
Self Confidence ◽  
Quantitative Design ◽  
Instrumental Motivation ◽  
Learning English

The prime aim of this research was to determine both demotivating and motivating factors for Pakistani college students of Quetta in learning English language. A quantitative design was employed in which 150 freshman college students studying in three different disciplines: Pre-medical, Pre-engineering and I.C.S at Government Girls college students of Quetta, Pakistan were included. A demotivation questionnaire was adopted from the study by Sakai & Kikuchi(2009) consisting of one open-ended question and 35 close-ended items on six factors of demotivation: grammar-based teaching, teacher’s behaviour, course contents and teaching materials, effects of low test score, classroom environment and lack of self-confidence and interest. Additionally, a modified 20-items AMTB motivation questionnaire along with one open-ended question was adapted from the study by Gardner (1985) which identifies the integrative and instrumental motivation. The closed ended questionnaire was analyzed applying descriptive statistics in SPSS (version, 22) whereas content analysis was performed on narrative data extracted from open-ended questionnaire and was quantified to establish the order and rank of factors causing motivation and demotivation among students in learning English language. The findings revealed that course content and teaching material emerged as the most salient demotivating factor. On the other hand, instrumental motivation emerged as the most influential source of motivation among students. The findings have implication on both teaching and learning of English language in Pakistan. 

scholarly journals Design Guidelines for Creating Mobile Language Learning Applications

2018 ◽  
Vol 12 (3) ◽  
pp. 52 ◽  
Author(s):  
Fazeena Jamaldeen ◽  
Priyantha Hewagamage ◽  
Yamaya Ekanayaka
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
English Language ◽  
Design Guidelines ◽  
English Language Learning ◽  
User Groups ◽  
Primary Medium

<p class="0abstract">Mobile devices have proven to be an appropriate tool which expands the horizons of learning beyond the classroom through means of flexibility and portability. Throughout this study, the authors have worked with a set of design guidelines which were derived from the literature. The artifact developed considering these design guidelines has been evaluated among various user groups for better understanding of m-learning as a tool to support English Language Learning. Findings of these evaluations have been used to improve the design guidelines.  The authors also identify the effectiveness of mobile learning as a supporting medium of learning and as a primary medium of learning among different learner groups, which is another outcome of this study. </p>

scholarly journals Investigation and Analysis of Translation Ability Research on the Psychological Obstacles of College Students in English Learning under the Background of Wireless Network Communication

2021 ◽  
Vol 2021 ◽  
pp. 1-18
Author(s):  
Dongmei Zhang
Keyword(s):  
College Students ◽  
Learning Disabilities ◽  
Wireless Network ◽  
English Translation ◽  
Survey Method ◽  
Network Communication ◽  
English Learning ◽  
Psychological Barriers ◽  
Psychological Transformation ◽  
Survey Results

The experience of learning a series of English languages is not only a series of knowledge acquisition but also a process that enables students to have a continuous psychological transformation. The development of English learning psychology determines the final effect of English learning. Translation ability is an indispensable ability in English learning. The development of translation ability has a profound impact on English learning psychology. Domestic and foreign scholars have conducted related investigations on English translation ability and college students’ English learning psychology, but these studies have not established a connection between English translation ability and psychological barriers and have not clearly solved the problem. There is also a large gap in research methods. Theory. This research is aimed at exploring the interaction between translation ability and psychological barriers in English learning under the background of wireless network communication and promoting the improvement of college students’ comprehensive English ability. This article first discusses the content of English translation and expounds the types of learning disabilities and the specific manifestations of learning disabilities. Then, through the questionnaire survey method, it analyzes the translation ability and English learning psychology of the current college students in our country. Finally, the Apriori data association algorithm is used to explain the relationship between them, and specific solutions are proposed based on the survey results. Studies have shown that 72.6% of students have poor English translation skills, and 69.4% of students have psychological obstacles in English learning. Apriori = 0.89 , close to 1, indicating that college students’ English translation ability is closely related to psychological barriers.

scholarly journals Technology-Assisted Self-Regulated English Language Learning: Associations With English Language Self-Efficacy, English Enjoyment, and Learning Outcomes

2021 ◽  
Vol 11 ◽  
Author(s):  
Zhujun An ◽  
Chuang Wang ◽  
Siying Li ◽  
Zhengdong Gan ◽  
Hong Li
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Technology Use ◽  
Self Efficacy ◽  
English Language ◽  
Self Report ◽  
Target Language ◽  
English Learning

This study investigated Chinese university students’ technology-assisted self-regulated learning (SRL) strategies and whether the technology-based SRL strategies mediated the associations between English language self-efficacy, English enjoyment, and learning outcomes. Data were collected from 525 undergraduate students in mainland China through three self-report questionnaires and the performance on an English language proficiency test. While students reported an overall moderate level of SRL strategies, they reported a high level of technology-based vocabulary learning strategies. A statistically significant positive relationship was noted between the use of technology-based SRL strategies and students’ English learning outcomes. English language self-efficacy and English language enjoyment were both related to technology-based SRL strategies. Furthermore, SRL strategies fully mediated the relationship between English enjoyment and English learning outcomes, but the association between English enjoyment and SRL strategies was only partially mediated by English language self-efficacy. Pedagogically, findings of this study suggest that training and instruction aimed at promotion of modern educational technology among students need to give attention to developing their strategic awareness of motivation regulation in optimizing effectiveness of their technology use in learning the target language.

scholarly journals Portfolio-Based Assessment in English Language Learning: Highlighting the Students’ Perceptions

2021 ◽  
Vol 8 (1) ◽  
pp. 1-11
Author(s):  
Ahmad Syamsul Ma'arif ◽  
Fuad Abdullah ◽  
Asri Siti Fatimah ◽  
Arini Nurul Hidayati
Keyword(s):  
Language Learning ◽  
English Language ◽  
Structured Interview ◽  
Self Monitoring ◽  
Efl Context ◽  
Self Confidence ◽  
Learning Attitudes ◽  
Process Outcomes ◽  
Teachers And Students ◽  
Efl Students

Portfolio-based Assessment (hereafter, PBA) plays an indispensable role in language assessment. PBA represents the development of the students’ learning process outcomes, trains autonomous learning, and stimulates metacognitive awareness. Conversely, a few investigative attempts, addressed the students’ perceptions of PBA in the Indonesian EFL Context. Therefore, this study aimed to decipher the perceptions of EFL students in Indonesia on PBA use in the English subject. Empirically speaking, two female students were involved as the participants in this study. The data were collected through a semi-structured interview and analyzed with Thematic Analysis (TA) (Braun & Clarke, 2006). The findings revealed that students articulated their perceptions in three major themes, namely developing self-monitoring from the students’ learning processes, generating discipline, responsible and autonomous language learning attitudes, and mitigating perceptual mismatches among teachers and students. Pedagogically speaking, this study indicates that PBA employment can provide opportunities for students to monitor their learning progress, and enhance their self-confidence and learning motivation.

scholarly journals STUDENTS’ PERCEPTIONS TOWARDS THE IMPLEMENTATION OF MALL IN ENGLISH LEARNING: A CASE IN SENIOR HIGH SCHOOL

2021 ◽  
Vol 2 (1) ◽  
pp. 21-32
Author(s):  
Adhitias Dewi Helda Ningrum ◽  
Farouk Imam Arrasyid
Keyword(s):  
High School ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
English Education ◽  
Senior High School ◽  
Learning Activity ◽  
English Learning ◽  
Mobile Assisted Language Learning ◽  
Teachers And Students

Abstract: In this 21st century era therm of Mobile Assisted Language Learning becomes a part of teaching and learning activity in English Education. Mobile Assisted Language learning offers various benefits to both teachers and students. Though, it offers various benefits, in practice it is still debatable thing. Thus, this research was tried to investigate students’ perception towards the implementation of MALL in their learning process. The research was taken at Senior High School in SMAN 1 Dukupuntang. This current study use descriptive qualitative method, and the data were collected through open-ended questionnaires and interview to get the relevant data. The present research shows that students tend to have good perception on the implementation of MALL in English Learning. In using MALL, students use several applications and software to help them study about English Language both inside and outside the classroom. By using MALL, students feel that it was more enjoyable and able to get the information quickly. This research also shows the challenges that faced by the students when they use MALL in English Learning activity. In conclusion, this research shows that students’ have positive perception towards MALL in English Learning.

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