Teaching English with Technology最新文献

LEXICAL COLLOCATIONAL INSTRUCTION IN EAP WRITING VIA COCA 通过coca进行英语写作词汇搭配教学

Teaching English with Technology Pub Date : 2023-01-01 DOI: 10.56297/bkam1691/rqcc4475

J. Liontas, Imelda V. Bangun, Siying Li

引用次数: 1

LARGE LANGUAGE MODEL-BASED ARTIFICIAL INTELLIGENCE IN THE LANGUAGE CLASSROOM: PRACTICAL IDEAS FOR TEACHING 基于大语言模型的人工智能在语言课堂教学中的应用

Teaching English with Technology Pub Date : 2023-01-01 DOI: 10.56297/bkam1691/wieo1749

Euan Bonner, Ryan Lege, Erin Frazier

引用次数: 5

INVESTIGATING EFL LEARNERS’ COMMUNICATION IN FACEBOOK MESSENGER GROUP CHATS: A QUANTITATIVE ANALYSIS OF SOCIAL PRESENCE INDICATORS IN ONLINE LEARNING 调查英语学习者在facebook messenger群聊中的交流:在线学习中社会存在指标的定量分析

Teaching English with Technology Pub Date : 2023-01-01 DOI: 10.56297/buka4060/nrtq9459

Rizza Ann Cruz, Zainee Waemusa

引用次数: 0

FLIPPING IN A MICROLEARNING WAY: EFFECTS ON EFL LEARNERS' ACHIEVEMENT AND MOTIVATION IN A GRAMMAR COURSE 微学习方式下的翻转:对英语学习者语法学习成绩和动机的影响

Teaching English with Technology Pub Date : 2023-01-01 DOI: 10.56297/bkam1691/dfgf8748

Hanieh Shafiee

{"title":"FLIPPING IN A MICROLEARNING WAY: EFFECTS ON EFL LEARNERS' ACHIEVEMENT AND MOTIVATION IN A GRAMMAR COURSE","authors":"Hanieh Shafiee","doi":"10.56297/bkam1691/dfgf8748","DOIUrl":"https://doi.org/10.56297/bkam1691/dfgf8748","url":null,"abstract":"This research employed microlearning and flipped teaching approach, both together and separately, to examine EFL learners’ grammar achievement and motivation. The design of this study was quasi-experimental by employing three intact classrooms as experimental groups (i.e. microlearning, flipped learning, and microflipped learning) and one intact classroom as a control group (N = 25 for each group). The data was collected through pre-test and post-test that were administered to experimental and control groups, as well as motivated strategies for learning questionnaire (MSLQ) that was filled by the participants from experimental groups. The results showed that microlearning, flipped learning, and flipped learning approaches could help EFL learners to achieve significantly higher grammar skill. Besides, it was depicted that EFL learners revealed higher motivation in experimental groups for learning when compared with the control group. At the end of this study, the researchers provided recommendations on how to use flipped learning and microlearning methods, both together and separately. Findings suggest that the use of microlearning, flipped, and microflipped teaching/learning can be considered as an alternative model of teaching, as opposed to the traditional method, to motivate EFL students to better learning.","PeriodicalId":38064,"journal":{"name":"Teaching English with Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70848552","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: 1

ONLINE COMMUNITY PROJECTS: LEARNER-CENTRED DIGITAL MEDIATION TOOLS FOR SECONDARY-SCHOOL ENGLISH AS A FOREIGN LANGUAGE CURRICULA 在线社区项目:中学英语作为外语课程中以学习者为中心的数字中介工具

Teaching English with Technology Pub Date : 2023-01-01 DOI: 10.56297/buka4060/epgi2711

Lesley Fearn

引用次数: 0

POTENTIAL AFFORDANCES OF GENERATIVE AI IN LANGUAGE EDUCATION: DEMONSTRATIONS AND AN EVALUATIVE FRAMEWORK 生成式人工智能在语言教育中的潜在启示:论证和评价框架

Teaching English with Technology Pub Date : 2023-01-01 DOI: 10.56297/buka4060/vrro1747

Austin Pack

引用次数: 1

EXPLORING THE POTENTIAL OF VR IN ENHANCING AUTHENTIC LEARNING FOR EFL TERTIARY STUDENTS IN VIETNAM 探索虚拟现实在促进越南英语高等教育学生真实学习方面的潜力

Teaching English with Technology Pub Date : 2023-01-01 DOI: 10.56297/bkam1691/amzj7070

D. Hoang, N. Johnson, Maggie McAlinden

引用次数: 1

GAMIFYING VOCABULARY ACQUISITION AND RETENTION IN VIRTUAL REALITY 虚拟现实中的游戏化词汇习得与记忆

Teaching English with Technology Pub Date : 2023-01-01 DOI: 10.56297/bkam1691/dfxc4759

Muleyke Sahinler

引用次数: 1

WHO WROTE THIS ESSAY? DETECTING AI-GENERATED WRITING IN SECOND LANGUAGE EDUCATION IN HIGHER EDUCATION 这篇文章是谁写的?高等教育第二语言教学中人工智能写作的检测

Teaching English with Technology Pub Date : 2023-01-01 DOI: 10.56297/buka4060/xhld5365

Katarzyna Alexander, Christine Savvidou, Chris Alexander

引用次数: 1

IT HAS POTENTIAL BUT…’ – EXPLORING UNIVERSITY STUDENTS’ EXPERIENCES AND PERCEPTIONS OF BREAKOUT ROOMS DURING THE COVID-19 PANDEMIC 它有潜力，但……”——探索大学生在2019冠状病毒病大流行期间对分组讨论室的体验和看法

Teaching English with Technology Pub Date : 2022-06-01 DOI: 10.56297/sahr6646

C. Savvidou, K. Alexander

{"title":"IT HAS POTENTIAL BUT…’ – EXPLORING UNIVERSITY STUDENTS’ EXPERIENCES AND PERCEPTIONS OF BREAKOUT ROOMS DURING THE COVID-19 PANDEMIC","authors":"C. Savvidou, K. Alexander","doi":"10.56297/sahr6646","DOIUrl":"https://doi.org/10.56297/sahr6646","url":null,"abstract":"COVID-19 has created a dramatic and rapid transition to emergency remote teaching in higher education (HE) creating both new opportunities and challenges for lecturers and their students. As HE adapts to these new circumstances, there is a need for instructors to design and teach classes that support collaborative learning and increase opportunities for student interactivity. This article reports on an ongoing study exploring university students’ experiences and perceptions of using breakout rooms (BRs), a technical feature of many synchronous online platforms, as part of their online classes. Using a mixed methods research approach, 127 students, who were registered on English language courses at a university in Cyprus during Spring 2021, participated in the study. Findings indicate that students’ experiences and perceptions of breakout rooms during this period were impacted in five key areas: (1) emotional/affective, (2) moral/ethical, (3) social, (4) pedagogical and (5) technological. These findings suggest that students’ personal feelings, attitudes to online learning, sense of connectedness to their peers, expectations of the role and presence of the lecturer and issues relating to the technology, are all considered to be significant factors in their use of BRs. This study offers initial insights for educators who wish to use, modify and/or adapt synchronous online teaching to incorporate collaborative learning opportunities through breakout rooms. Keywords: higher education; synchronous online teaching; breakout rooms; collaborative learning; student experiences; COVID-19","PeriodicalId":38064,"journal":{"name":"Teaching English with Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41427920","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: 1