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International Journal of Computer-Assisted Language Learning and Teaching最新文献

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The Effects of Flipped Classroom on Primary School Students’ Writing Performance in English 翻转课堂对小学生英语写作成绩的影响
IF 1.4
International Journal of Computer-Assisted Language Learning and Teaching Pub Date : 2022-01-01 DOI: 10.4018/ijcallt.301195
{"title":"The Effects of Flipped Classroom on Primary School Students’ Writing Performance in English","authors":"","doi":"10.4018/ijcallt.301195","DOIUrl":"https://doi.org/10.4018/ijcallt.301195","url":null,"abstract":"As the education world revolves to Education 4.0, flipped classroom is seen to be one of the learning approaches that best described the future learning. This research investigated the effects of flipped classroom approach on students English writing performance, the effects of flipped classroom approach on students’ motivation in English writing; and the correlation between students’ English writing performance and motivation. This study employed quasi-experimental approach to control group and experimental group. The instruments used in this study are reliable tests and validated questionnaire. The findings show that flipped classroom had positive effects on primary students’ English writing performance and motivation, as the evidence shows that the experimental group who experienced flipped classroom had a better writing performance and motivation compared to control group. However, the correlation between students’ English writing performance and motivation is uncertain.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"54 100 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83545056","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
Digital literacy and academic staff in an English Medium Instruction university 英语媒介教学大学的数字素养与学术人员
IF 1.4
International Journal of Computer-Assisted Language Learning and Teaching Pub Date : 2022-01-01 DOI: 10.4018/ijcallt.301197
{"title":"Digital literacy and academic staff in an English Medium Instruction university","authors":"","doi":"10.4018/ijcallt.301197","DOIUrl":"https://doi.org/10.4018/ijcallt.301197","url":null,"abstract":"Upon admission to university, students are expected to have the foundational academic skills for navigating higher education and succeed in their studies. One fundamental academic skill that is increasingly required is digital literacy. Although attention needs to be paid to students’ digital access, skills, and attitudes, these need to be observed in the context of institutional digital provisions and practices. Institutional settings drive digital teaching and learning practice. This case study analyses data from interviews with faculty and administration staff at a university delivering English-medium instruction (EMI) programs. It identifies why stakeholders need to overcome disparities and facilitate a university-wide digital literacy framework (DLF) that reflects the developmental needs of students, the experience of faculty members, and the provision afforded by the institution itself. The findings show that by using staff’s understanding, experience and practices, a relevant DLF for improving students’ digital literacy skills can be developed in this and other EMI contexts.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"1 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90351036","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: 0
Book Review on Digital Games and Language Learning 数字游戏与语言学习书评
IF 1.4
International Journal of Computer-Assisted Language Learning and Teaching Pub Date : 2022-01-01 DOI: 10.4018/ijcallt.297204
{"title":"Book Review on Digital Games and Language Learning","authors":"","doi":"10.4018/ijcallt.297204","DOIUrl":"https://doi.org/10.4018/ijcallt.297204","url":null,"abstract":"Digital games have burgeoned steadily around the world, but how they can be used in language learning is still an area to be explored. The book Digital Games and Language Learning: Theory, Development, and Implementation timely came into being offering multiple perspectives on the application of digital games in language education, including how these games are designed, developed, and implemented to maximise the language-learning under the guidance of learning theories. The editors of this book, insightfully point out that in the digital age, different modes of language learning are required, new ways of designing games are needed and theoretical studies incorporating critical perspectives of the games for language learning can move the field forward.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"52 11 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79742485","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: 0
Exploring Multiliteracies and Multimodal Pedagogies in Chinese Language Teaching 探索汉语教学中的多元素养与多模态教学法
IF 1.4
International Journal of Computer-Assisted Language Learning and Teaching Pub Date : 2022-01-01 DOI: 10.4018/ijcallt.298704
Danping Wang
{"title":"Exploring Multiliteracies and Multimodal Pedagogies in Chinese Language Teaching","authors":"Danping Wang","doi":"10.4018/ijcallt.298704","DOIUrl":"https://doi.org/10.4018/ijcallt.298704","url":null,"abstract":"This study explores one teacher's forays into multiliteracies practices and multimodal pedagogies in teaching a language other than English in an international school in Hong Kong. Using the Action Learning Circle as a guiding framework, this study analysed a Chinese language teacher's one-year self-initiated exploration of multiliteracies and multimodality with students of different proficiency levels. Data analysis is unpacked through interview reflections and three digital multimodal composition (DMC) projects that the teacher designed to explore the unique processes of incorporating multiliteracies and multimodality into Chinese language teaching. This study has filled in multiple research gaps by being one of the first to look at DMC in Chinese language teaching through a teacher-focused investigation. It has also included a more balanced focus on both visual and video projects to respond to the linguistic features of the Chinese language. Continuous professional learning and strong institutional support are required to fully embed multiliteracies into language education.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"89 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77769660","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: 3
Video captioning effects on EFL listening comprehension and vocabulary learning 视频字幕对英语听力理解和词汇学习的影响
IF 1.4
International Journal of Computer-Assisted Language Learning and Teaching Pub Date : 2022-01-01 DOI: 10.4018/ijcallt.291534
{"title":"Video captioning effects on EFL listening comprehension and vocabulary learning","authors":"","doi":"10.4018/ijcallt.291534","DOIUrl":"https://doi.org/10.4018/ijcallt.291534","url":null,"abstract":"This study investigated how enhanced video captioning types affected comprehension and vocabulary acquisition regarding form recognition, meaning recall and meaning recognition. 158 low-intermediate Chinese EFL undergraduates were randomly assigned to English captions (EC), English captions with highlighted target words and L1 gloss (ECL1), Chinese and English captions (CEC), Chinese and English captions with highlighted target words (CECGW), and no captions (NC). For listening comprehension, results revealed the CECGW scored higher than CEC, EC and NC while the NC performed lower than other groups with statistical significance. Captioned videos and videos bilingually captioned with glossed target words aided listening comprehension. For form recognition in vocabulary tests, no statistically significant differences were detected across the caption types. ECL1 was the most effective in meaning recall and recognition. Pedagogical implications are proposed for teachers’ adoption of L1 in captioned videos for learners’ optimal learning.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"96 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80152156","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: 0
A Study of English E-Learning Courses in Improving Student Learning Performance in Higher Education 高等教育中英语E-Learning课程对提高学生学习成绩的作用研究
IF 1.4
International Journal of Computer-Assisted Language Learning and Teaching Pub Date : 2022-01-01 DOI: 10.4018/ijcallt.314567
Qun Zhao, Hasumi Toshiyuki, Shih-Hao Liu, Jin-Long Wang
{"title":"A Study of English E-Learning Courses in Improving Student Learning Performance in Higher Education","authors":"Qun Zhao, Hasumi Toshiyuki, Shih-Hao Liu, Jin-Long Wang","doi":"10.4018/ijcallt.314567","DOIUrl":"https://doi.org/10.4018/ijcallt.314567","url":null,"abstract":"This study explored the impact of the fully implementing an English e-learning course on students' learning performance. Technology acceptance model was used to examine the factors influencing students' attitudes and learning performance. A sample of 1,949 students was collected. Structural equation modeling was employed for data analysis. The authors found that subjective norm, system accessibility, and e-learning self-efficacy positively affected the students' attitudes and behavioural intentions through perceived usefulness and perceived ease of use. The students' behavioural intention was positively related to learning performance. The students with higher English proficiency would lead to a stronger subjective norm-perceived usefulness relation, while a lower English proficiency would lead to a stronger relationship between perceived ease of use and perceived usefulness.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"1 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76824780","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: 0
Effectiveness of Using Digital Feedback on EFL Student Writing Skills 数字反馈对英语学生写作技巧的影响
IF 1.4
International Journal of Computer-Assisted Language Learning and Teaching Pub Date : 2022-01-01 DOI: 10.4018/ijcallt.291111
Z. Hojeij, Pinar Ozdemir Ayber
{"title":"Effectiveness of Using Digital Feedback on EFL Student Writing Skills","authors":"Z. Hojeij, Pinar Ozdemir Ayber","doi":"10.4018/ijcallt.291111","DOIUrl":"https://doi.org/10.4018/ijcallt.291111","url":null,"abstract":"This research study investigated the effects of digital feedback on EFL students’ writings in ubiquitous learning. Feedback on students’ writings, especially at university level, must be constructive to enhance their overall academic writing skills and requires purposeful planning. . In this study, teachers created digital screen-recorded feedback to deliver individualized oral feedback to the students. Findings of this study explore the impact of digital feedback on improving the quality of academic writing for EFL undergraduate female learners. Data collected showed that using digital feedback created a positive and active learning environment and promoted learner autonomy. This digital platform also allowed learning to be continuous and ubiquitous. The results present several practical pedagogical implications and suggestions for future research.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"119 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81566045","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: 0
Chinese EFL Teachers' Perceptions of Subtitles' Effects on English Comprehension and Vocabulary Acquisition 中国英语教师对字幕对英语理解和词汇习得影响的认知
IF 1.4
International Journal of Computer-Assisted Language Learning and Teaching Pub Date : 2022-01-01 DOI: 10.4018/ijcallt.315622
Yi Xu, Eoin Jordan, Yuanzhe Li
{"title":"Chinese EFL Teachers' Perceptions of Subtitles' Effects on English Comprehension and Vocabulary Acquisition","authors":"Yi Xu, Eoin Jordan, Yuanzhe Li","doi":"10.4018/ijcallt.315622","DOIUrl":"https://doi.org/10.4018/ijcallt.315622","url":null,"abstract":"This article reports on a qualitative study that evaluated Chinese EFL (English as a Foreign Language) teachers' perceptions of the effects of four different subtitling modes on English comprehension and vocabulary acquisition of learners in secondary education. The four types of subtitles refer to no subtitles, Chinese subtitles, English subtitles, and bilingual subtitles in audiovisual materials. The results of the study indicated that interviewees regarded the use of no subtitles as the least effective of the modes for enhancing students' language proficiency. Chinese subtitles were perceived to assist students with comprehension of content but were less effective at enabling them to recall and memorize English lexis. English subtitles were perceived to aid comprehension of the content to some degree, while also inspiring learners to develop their English vocabulary knowledge. Bilingual subtitles were considered to enhance both students' English comprehension and vocabulary acquisition.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"4 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81266630","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
The Effect of Serious Mobile Games on Students’ English Vocabulary Acquisition and Attitudes toward English 严肃手机游戏对学生英语词汇习得及英语态度的影响
IF 1.4
International Journal of Computer-Assisted Language Learning and Teaching Pub Date : 2022-01-01 DOI: 10.4018/ijcallt.297203
{"title":"The Effect of Serious Mobile Games on Students’ English Vocabulary Acquisition and Attitudes toward English","authors":"","doi":"10.4018/ijcallt.297203","DOIUrl":"https://doi.org/10.4018/ijcallt.297203","url":null,"abstract":"The main aim of this study was to explore the effect of the serious mobile game Jumo the Jumper on the vocabulary acquisition of primary school English as a Foreign Language (EFL) students and their attitudes toward an EFL course. The main research design of the study was a quasi-experimental design with nonequivalent control groups that included pre-test and post-test control groups. Twenty students in the experimental group played the serious mobile game aimed at teaching English vocabulary about the “animals” unit for four weeks, while 20 students in the control group received traditional, curriculum-based tuition. Based on the analysis of the independent sample t-test, the use of the serious mobile game Jumo the Jumper in primary school classrooms had a significant effect on the vocabulary acquisition of the students compared to traditional instruction. On the other hand, the serious mobile game did not have a significant effect on the students’ attitudes toward the EFL course.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"59 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76126669","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: 0
Flipped Learning and Linguistic Self-Confidence 翻转学习与语言自信
IF 1.4
International Journal of Computer-Assisted Language Learning and Teaching Pub Date : 2022-01-01 DOI: 10.4018/ijcallt.291107
Adrian Leis
{"title":"Flipped Learning and Linguistic Self-Confidence","authors":"Adrian Leis","doi":"10.4018/ijcallt.291107","DOIUrl":"https://doi.org/10.4018/ijcallt.291107","url":null,"abstract":"The purpose of this study was to gain an understanding of what kind of student benefits most from studying under the flipped learning method. A total of 43 Japanese university students studying in a language pedagogy course participated in this quasi-experimental study. Qualitative data was taken from 385 study journal entries and interviews with 15 of the participants. The language (i.e., English or Japanese) used by students in the journals and interviews was used to measure their linguistic self-confidence. The results suggested that students with high linguistic self-confidence perceive the videos used for the flipped class as beneficial for their learning but that they preferred to challenge themselves by reading the textbook without scaffolding from the videos. Students with medium and low linguistic self-confidence, however, indicated that they found the videos were beneficial for increasing their understanding of the content of the textbook and thus participate actively in discussions held during class.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"69 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84287557","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: 0
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