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1

Analyzing social media use in TEFL via the technology acceptance model in Indonesian higher education during the Covid-19 pandemic

100%

Mukminin A., Muhaimin M., Diat Prasojo L., Khaeruddin K., Habibi A., Marzulina L., Harto K.

Teaching English with Technology

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2022

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vol. 22

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issue 1

3-22

EN

This survey study utilized an extended Technology Acceptance Model (TAM) to understand factors affecting Social Media Use in Teaching English as a Foreign Language (SMU-TEFL) during the COVID-19 pandemic to help improve the integration of effective and efficient technology with traditional education methods. The initial survey instrument that was used was adapted from prior studies and was validated through content validity, piloted, and distributed to 287 EFL faculty members from ten Indonesian universities. Factor analyses (exploratory and confirmatory) were conducted to purify the instrument. Path analysis through Covariance-Based Structural Equation Modelling (CB-SEM) was used to assess correlations of the hypotheses which were supported by the Pearson correlation coefficient. The findings of the study informed a valid and reliable model that sufficiently explains variance to measure factors affecting SMU-TEFL during the Covid-19 pandemic. Six significant relationships out of eight hypothetical statements were confirmed and elaborated. It is recommended that future research be conducted in order to improve the integration of technology into TEFL courses, especially in pandemic situations.

2

Accents of English at Czech Schools: Students’ Attitudes and Recognition Skills

100%

Jakšič J., Šturm P.

Research in Language

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2017

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vol. 15

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issue 4

353-369

EN

The study investigates the attitudes of 254 Czech students towards English as the main language taught at secondary schools. The questionnaire enquired about their perspectives on learning English in general, British and American cultures and accents of English. Such preferences may have implications for pronunciation model selection in TEFL. In addition, the participants evaluated 12 words pronounced in British or American English for pleasantness, and also assigned them to one of the varieties. Despite the predominance of American culture and despite equal distribution of cultural preferences and equal aesthetic evaluation of the accents, the British variety was marked as more prestigious and was also identified more successfully. Interestingly, the findings differed between students from the capital city and those from regional schools.

3

SAME TIME SAME PLACE: DO MALL CLASSROOMS EXIST?

100%

Byrne J.

Teaching English with Technology

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2016

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vol. 16

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issue 3

74-84

EN

This paper seeks to help clarify whether Mobile-Assisted Language Learning (MALL) is primarily an independent self-study activity or whether MALL classrooms exist. The research hypothesised that a large number of users frequently using specific MALL apps, at the same time and in the same city location, may indicate the existence of MALL classrooms. The research makes use of big data, in the form of Google Analytics data, collected from two EFL learning mobile apps. The data was gathered over a five month period, in 2015, from more than 6,000 cities worldwide. The research, in doing so, opens a sociological window into the world of MALL, providing a sample of actual user behaviour. The results strongly suggest that independent study is almost certainly the main form of MALL activity. However, the research also concludes that MALL classroom-driven activity may exist in some cities.

4

Apple Tree Model of Emotion-Involved Processing: Videos for Emotions and Foreign Language Learning

86%

Kamenická J.

Journal of Education Culture and Society

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2021

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vol. 12

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issue 1

103-116

EN

Aim. The primary aim of this paper is to present and discuss the Apple-Tree Model of Emotion-Involved Processing in the context of foreign language learning with regard to didactic, neuroscientific, and psychological viewpoints. The proposed model mirrors theories which emphasize the role of emotional experiencing in the process of learning and relate it to the enhancement of cognitive processes. The secondary aim of this paper is to propose examples of application of these theories and recent research findings – with the use of videos in foreign language learning both inside and outside of the classes. Methods. Along with several others, two studies (an action research and experiment), dealing with the role of emotional engagement and positive emotional stimuli, are discussed in more detail. Concerning the action research (Kamenická & Kováčiková, 2019), the subjects of this study were 31 non-native teenage secondary grammar school EFL learners (i.e., 17-18 years old). In this study, the role of emotional engagement in foreign language learning was observed – with regard to learners of various learning styles. Concerning the experiment (Kráľová, Kamenická, & Tirpáková, submitted for publication), it provided both quantitative and qualitative data. Its subjects were 82 non-native first-year university EFL students (i.e., 18-19 years old). The effect of application of positive emotional stimuli during the foreign language classes was observed – with regard to research participants’ vocabulary retention, emotional experiencing, and their autonomic stress response. The qualitative data gathered dealt with research participants’ subjective perception of emotionally competent stimuli applied, vocabulary recall, and experimental classes as such. Results. The analysis of the qualitative data suggests that emotional engagement leads to better motivation to learn among learners, including the reluctant ones. Moreover, the research outcomes suggest that emotionally competent stimuli might be considered as a universal key, when it comes to engagement of learners of various learning styles. Furthermore, the qualitative data analysis also indicates that learners especially appreciate learning the foreign language through topics which are not usually part of school curriculum. The statistical data analysis indicates that positive emotional experiences lead to the increase of both foreign language enjoyment and learners’ foreign language vocabulary retention. Conclusions. The research findings suggest that positive emotional stimulation of FL learners might lead to their increased motivation for learning as well as to better retention of new language items. Furthermore, they also confirm the significant role of the teacher in terms of regulation and responsibility for the learning atmosphere. As nowadays, the FL learning does not take place in classes only, the teachers’ managerial guidance and direction of learners becomes essential more than ever. With regard to these findings, several ideas how to guide learners’ FL learning both inside and outside of class, are proposed – with the use of videos, which are staggeringly omnipresent in everyday lives of nowadays’ society.

5

Using tracking software for writing instruction

86%

Yagi S. M., Al-Salman S.

Studies in Second Language Learning and Teaching

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2011

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vol. 1

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issue 2

209-225

EN

Writing is a complex skill that is hard to teach. Although the written product is what is often evaluated in the context of language teaching, the process of giving thought to linguistic form is fascinating. For almost forty years, language teachers have found it more effective to help learners in the writing process than in the written product; it is there that they could find sources of writing problems. Despite all controversy evoked by post-process approaches with respect to process writing, information technology has lately offered tools that can shed new light on how writing takes place. Software that can record keyboard, mouse, and screen activities is capable of unraveling mysteries of the writing process. Technology has given teachers and learners the option of examining the writing process as it unfolds, enabling them to diagnose strategy as well as wording problems, thus empowering teachers to guide learners individually in how to think about each of their trouble spots in the context of a specific product of writing. With these advances in information technology, metacognitive awareness and strategy training begin to acquire new dimensions of meaning. Technology lays open aspects of the writing process, offering unprecedented insight into creative text production as well. This paper attempts to explain how tracking software can influence writing instruction. It briefly examines the process and post-process approaches to assess their viability, explains the concept of tracking software, proposes methodology needed for the adoption of this technology, and then discusses the pedagogical implications of these issues.

6

Using tracking software for writing instruction

86%

Yagi S. M., Al-Salman S.

Studies in Second Language Learning and Teaching

|

2011

|

vol. 1

|

issue 2

209-225

EN

Writing is a complex skill that is hard to teach. Although the written product is what is often evaluated in the context of language teaching, the process of giving thought to linguistic form is fascinating. For almost forty years, language teachers have found it more effective to help learners in the writing process than in the written product; it is there that they could find sources of writing problems. Despite all controversy evoked by post-process approaches with respect to process writing, information technology has lately offered tools that can shed new light on how writing takes place. Software that can record keyboard, mouse, and screen activities is capable of unraveling mysteries of the writing process. Technology has given teachers and learners the option of examining the writing process as it unfolds, enabling them to diagnose strategy as well as wording problems, thus empowering teachers to guide learners individually in how to think about each of their trouble spots in the context of a specific product of writing. With these advances in information technology, metacognitive awareness and strategy training begin to acquire new dimensions of meaning. Technology lays open aspects of the writing process, offering unprecedented insight into creative text production as well. This paper attempts to explain how tracking software can influence writing instruction. It briefly examines the process and post-process approaches to assess their viability, explains the concept of tracking software, proposes methodology needed for the adoption of this technology, and then discusses the pedagogical implications of these issues.

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Analyzing social media use in TEFL via the technology acceptance model in Indonesian higher education during the Covid-19 pandemic

Accents of English at Czech Schools: Students’ Attitudes and Recognition Skills

SAME TIME SAME PLACE: DO MALL CLASSROOMS EXIST?

Apple Tree Model of Emotion-Involved Processing: Videos for Emotions and Foreign Language Learning

Using tracking software for writing instruction

Using tracking software for writing instruction