Int. J. Comput. Assist. Lang. Learn. Teach.最新文献

Online Tools for Feedback Engagement in Second Language Learning 第二语言学习中反馈参与的在线工具

Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2019-01-01 DOI: 10.4018/IJCALLT.2019010104

Marinella Caruso, Nicola Fraschini, Sabine Kuuse

引用次数: 9

Teletandem and Teacher's Beliefs about Culture and Language: Deconstruction or Reinforcement of Stereotypes? 电视与教师的文化和语言信念:刻板印象的解构还是强化?

Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2019-01-01 DOI: 10.4018/IJCALLT.2019010101

A. C. B. Salomão

引用次数: 2

Flipped Classroom for Practical Skills to Enhance Employability: A Case Study of Business Chinese 提高就业能力的实用技能翻转课堂:以商务汉语为例

Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2019-01-01 DOI: 10.4018/IJCALLT.2019010102

Jinghui Wang, Dongshuo Wang, M. Xing

{"title":"Flipped Classroom for Practical Skills to Enhance Employability: A Case Study of Business Chinese","authors":"Jinghui Wang, Dongshuo Wang, M. Xing","doi":"10.4018/IJCALLT.2019010102","DOIUrl":"https://doi.org/10.4018/IJCALLT.2019010102","url":null,"abstract":"This study reported on a flipped classroom approach used in a Business Chinese (BC) course in the UK. The research methods were 36 hours of classroom observation, two focused-group interviews (n = 6, 50 minutes each), triangulated with students' feedback from National Student Survey (NSS). The class observation revealed that the Presentation-Practice-Production (P-P-P) model functioned well throughout the learning process: the presentation of new learning materials was digitalized in the form of PowerPoint in an official e-learning platform for students to preview before class. In-class hours were used for understanding, analyzing, evaluating, applying, and creating. Students analysed the positive and negative elements and applied the positive factors in practice. After class, students took their peers' constructive feedback into consideration and created their own companies. The interview results illustrated that although students felt it was more work, they welcomed the flipped structure in that the mode of instruction was no longer a one-way flow of information, but in a variety of media: audio, video, websites, links, etc., and by setting up and running their own companies, students were no longer passive learners, instead they made full use of the available resources to become active agencies, responsible for their own companies. Students' feedback from NSS showed students' positive learning attitudes, as flipped classroom enriched their learning experience by practising business skills both in and out-of-class, and running their own companies inspired them to devote more effort to the learning process.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114188650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

The Usage of Social Networking Sites for Informal Learning: A Comparative Study Between Malaysia Students of Different Gender and Age Group 非正式学习中社交网站的使用:马来西亚不同性别和年龄群体学生的比较研究

Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2018-10-01 DOI: 10.4018/IJCALLT.2018100106

Lay Shi Ng, S. M. Thang, Noorizah Mohd. Noor

引用次数: 8

On Being Earnest: The Importance of Engaging With Technology in Education 论认真:科技在教育中的重要性

Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2018-10-01 DOI: 10.4018/IJCALLT.2018100101

Thomas E. Webster

引用次数: 1

Electronic Lecture Versus Traditional Lecture: Implications on Students' Learning 电子课堂与传统课堂:对学生学习的影响

Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2018-10-01 DOI: 10.4018/IJCALLT.2018100105

D. Hassell, B. Hewakandamby, Lee Kok Yueh

{"title":"Electronic Lecture Versus Traditional Lecture: Implications on Students' Learning","authors":"D. Hassell, B. Hewakandamby, Lee Kok Yueh","doi":"10.4018/IJCALLT.2018100105","DOIUrl":"https://doi.org/10.4018/IJCALLT.2018100105","url":null,"abstract":"This article presents work undertaken in the 2010-2011 academic year at two international campuses of Nottingham University. Although the data was shared after seven years, it is believed the findings have implications for the present time. The primary aim of this study was to compare the use of podcasts against traditional lectures on student learning of a course designed for Bachelors of Engineering (BEng) and Masters of Engineering (MEng) students majoring in chemical engineering, and chemical and environmental engineering. The campus based in the UK (UNUK) taught the module using a conventional “chalk-and-talk” approach whilst the other in Malaysia (UNMC) used electronic lectures (podcasts) to deliver the taught component of the module. The same assessment (exam and coursework) was used in both campuses to measure the differences in effectiveness of the two approaches. The comparison found that the mode of delivery has no obvious effect on the academic performance of the students for both coursework and exam components, however, the electronic lecture approach was found to have a negative impact on student attendance on campus.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"124 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124652636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Exploring a Transformative Teacher Professional Development Model to Engender Technology Integration in the 21st Century ESL Language Classrooms 21世纪英语课堂中技术整合的教师专业发展模式探索

Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2018-10-01 DOI: 10.4018/IJCALLT.2018100102

Kean-Wah Lee, Cynthia C. James

{"title":"Exploring a Transformative Teacher Professional Development Model to Engender Technology Integration in the 21st Century ESL Language Classrooms","authors":"Kean-Wah Lee, Cynthia C. James","doi":"10.4018/IJCALLT.2018100102","DOIUrl":"https://doi.org/10.4018/IJCALLT.2018100102","url":null,"abstract":"A 21st century teacher must communicate in the language and style of their students to ensure that their learning is meaningful. However, this is challenging, especially for teachers who are less familiar with using technology in teaching. To inspire a group of ESL ‘digital immigrant' teachers, a professional learning community (PLC) was set up. PLC consisted of both pre-service teachers (digital natives) and in-service teachers (digital immigrants). The two groups exchanged knowledge through a series of sharing sessions to demonstrate the technical aspects of technology, as well as to provide an understanding that technology has affordances and constraints. This case study investigates a group of in-service teachers who adopted the IDDIRR instructional design model (introduce, demonstrate, develop, implement, reflect, revise) to develop technology-based lessons for their ESL classrooms. The data for this study were collected through three main instruments: surveys, interviews and written reflections. The survey data was descriptively analysed using SPSS Version 24, while the reflection and interview data were assessed using thematic analysis. The findings suggest that the IDDIRR-TPACK + PLC model, along with a supportive PLC environment and the presence of more knowledgeable peers (MKO), helped enhance teachers' TPACK and inspired them to integrate more technology in their classrooms.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132746958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 10

Comparison of Three Kinds of Alternative Essay-Rating Methods to the ESL Composition Profile 三种可供选择的ESL作文评分方法的比较

Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2018-10-01 DOI: 10.4018/IJCALLT.2018100103

S. Ishikawa

引用次数: 1

Augmented Reality Technology for Year 10 Chemistry Class: Can the Students Learn Better? 10年级化学课堂的增强现实技术:学生能学得更好吗?

Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2018-10-01 DOI: 10.4018/IJCALLT.2018100104

Au Thien Wan, Leong Yat San, Mohammad Saiful Omar

{"title":"Augmented Reality Technology for Year 10 Chemistry Class: Can the Students Learn Better?","authors":"Au Thien Wan, Leong Yat San, Mohammad Saiful Omar","doi":"10.4018/IJCALLT.2018100104","DOIUrl":"https://doi.org/10.4018/IJCALLT.2018100104","url":null,"abstract":"The purpose of this article was to evaluate the effectiveness of using mobile augmented reality (AR) instructional material for Year 10 science students in a secondary school in Brunei Darussalam. Specific learning styles were identified for the control and the experimental groups. A mobile AR application of instructional material was developed for year 10 chemistry lesson focusing on redox reaction using Vuforia SDK and Unity3d. The material developed consisted of visual, audio and kinesthetic elements of learning modalities which aimed to stimulate students' interest and improve their learning ability. The t-test (t = -3.39) in the posttest indicate d a significant result (p = 0.00152) between the mean scores of the experimental (mean = 42.72) and control (mean = 26.36) groups. The result showed that the intervention of classroom lessons introduced by the mobile AR application had a significant positive impact on the learning outcome and supported the idea that AR can be a valuable teaching tool. Qualitative analysis also indicated that it improved the liveliness of the learning environment and the interaction amongst the students.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122800732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 14

Investigating Students' and Teachers' Perceptions of Using the iPad in an Italian English as a Foreign Language Classroom 调查学生和教师对iPad在意大利语英语作为外语课堂使用的看法

Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2018-07-01 DOI: 10.4018/IJCALLT.2018070102

V. Morgana, Prithvi N. Shrestha

引用次数: 9