Arab World English Journal最新文献

Digital Collaborative Learning: Promoting Reading Comprehension and Vocabulary among Saudi University English Majors 数字协作学习：提高沙特大学英语专业学生的阅读理解能力和词汇量

Arab World English Journal Pub Date : 2024-07-28 DOI: 10.24093/awej/call10.9

Bothina S. M. Abdelshaheed

{"title":"Digital Collaborative Learning: Promoting Reading Comprehension and Vocabulary among Saudi University English Majors","authors":"Bothina S. M. Abdelshaheed","doi":"10.24093/awej/call10.9","DOIUrl":"https://doi.org/10.24093/awej/call10.9","url":null,"abstract":"This study considered how digital collaboration can improve English majors’ Reading Comprehension (RC) and Vocabulary Learning (VL). It employed tests and semi-structured interviews to investigate whether differences exist between Collaborative Digital Learning (CDL) and Individual Digital Learning (IDL) regarding participants’ reading comprehension and vocabulary learning and to explore EFL learners’ perceptions of CDL. Sixty EFL majors enrolled in two sections of the same course- RC and VL- were randomly assigned to a treatment group and a control group. Both groups were pre-tested before performing the assigned digital activities through the learning management platform and Quizlet website. At the end of the course, both groups were post-tested. The treatment group was only individually interviewed about CDL’s impact and perceptions. The results revealed that CDL had improved students’ RC and VL. The treatment group outperformed the control group in the post-test scores in the test dimensions, RC and VL, and in the overall scores of the test. The analyses, including paired-sample t-tests, independent-sample t-tests, Cohen’d statistics, and qualitative content analysis, indicated more significant benefits of CDL over IDL in improving RC and VL. It emphasized the importance of integrating collaboration activities in reading and VL classes. The data obtained from the interviews showed the learners’ preference for CDL as a valuable interactional setting for English as a foreign language. This study highlights the need for collaboration and more digital tools to be integrated into EFL education in Saudi Arabia. Based on these findings, conclusions, limitations, and recommendations were provided.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141796566","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

Is Artificial Intelligence a Utopia or the Future of Foreign Language Learning 人工智能是乌托邦还是外语学习的未来？

Arab World English Journal Pub Date : 2024-07-28 DOI: 10.24093/awej/call10.6

Andrii Vornachev, Lesia Kushmar, I. Hrachova, Nina Nikolska

引用次数: 0

Challenges and Strategies for Using ChatGPT in Written Communication Assignments: A Study of University Students in Malaysia 在书面交流作业中使用 ChatGPT 的挑战和策略：对马来西亚大学生的研究

Arab World English Journal Pub Date : 2024-07-28 DOI: 10.24093/awej/call10.1

Zein Bassam Bani Younes, Isyaku Hassan, Musa Muhammad Umar, Nor Hanim Mustafa, Ahmad Taufik Hidayah Abdullah, Mohd Nazri Latiff Azmi

{"title":"Challenges and Strategies for Using ChatGPT in Written Communication Assignments: A Study of University Students in Malaysia","authors":"Zein Bassam Bani Younes, Isyaku Hassan, Musa Muhammad Umar, Nor Hanim Mustafa, Ahmad Taufik Hidayah Abdullah, Mohd Nazri Latiff Azmi","doi":"10.24093/awej/call10.1","DOIUrl":"https://doi.org/10.24093/awej/call10.1","url":null,"abstract":"The development of generative Artificial Intelligence (AI) models, particularly ChatGPT, has gained considerable attention among academics and researchers in recent years. Research shows that ChatGPT can be a vital means of increasing students’ writing performance. However, students may face difficulties in developing effective strategies to incorporate ChatGPT-generated content into written tasks. Therefore, this study sought to examine the challenges and strategies employed by students to use ChatGPT-generated responses for written communication assignments. The study utilized a quantitative method, using a descriptive survey technique. A self-developed questionnaire was used to gather data from a sample of 59 communication students at a Malaysian public university. The data were examined through descriptive statistics and Pearson correlation analysis. According to the findings, students face various challenges in using ChatGPT-generated responses, such as the inability to express unique writing skills, dealing with inaccurate citation formats, as well as difficulty revising ChatGPT-generated responses. The students also employ certain relevant strategies for using ChatGPT-generated responses, such as adding ideas to already generated ChatGPT content, using ChatGPT as a means of idea generation, paraphrasing ChatGPT-generated responses, and replacing ChatGPT-generated words with synonyms. Accordingly, the analysis showed a significant association between students’ challenges and the strategies they employ to utilize ChatGPT-generated responses. This study provides valuable information that can help educators and relevant authorities review and reinforce institutional policies for quality higher education, particularly in the Malaysian context.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141797138","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

Using Global Marvels Platform by Children for Learning English as a Foreign Language: Saudi Parents’ Perceptions 儿童使用 "全球奇迹 "平台学习英语作为外语：沙特家长的看法

Arab World English Journal Pub Date : 2024-07-28 DOI: 10.24093/awej/call10.13

Ebtehaj Saleh Aldayel, Fahd Shehail Alalwi

{"title":"Using Global Marvels Platform by Children for Learning English as a Foreign Language: Saudi Parents’ Perceptions","authors":"Ebtehaj Saleh Aldayel, Fahd Shehail Alalwi","doi":"10.24093/awej/call10.13","DOIUrl":"https://doi.org/10.24093/awej/call10.13","url":null,"abstract":"This study aims to investigate Saudi parents’ perceptions of Global Marvels as a platform to improve their kids’ English as a Foreign Learning in light of the Technology Acceptance Model framework. The significance of the present study lies in that it endeavors to shed light upon how perceptions towards using an online platform correlate to using it for learning and teaching from parents’ perspectives by answering the research question: What are the Saudi parents’ perceptions of technology when using Global Marvel as an online EFL context for their kids? Two hundred and two Saudi parents responded to a survey that was used to collect data. The main findings showed significant positive correlations between the constructs of this Model. Results also revealed that the level of learners’ experience in using the platform had a significant correlation with all variables of the Model. Using a specific technology also demonstrated significant correlations with users’ skills in dealing with such a technology, attitude, perceived usefulness and ease of use. Saudi parents have perceived that Global Marvels can be beneficial in improving their kids’ language skills. Nevertheless, the program should take into consideration the possible challenges, and plan well to introduce a successful online EFL experience to kids. Some pedagogical implications are presented for a better experience of using online platforms.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141796574","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

Effect of Mobile Assisted Learning on English Language Vocabulary and Grammar: The Saudi Arabian Context as a Case Study 移动辅助学习对英语词汇和语法的影响：沙特阿拉伯案例研究

Arab World English Journal Pub Date : 2024-07-28 DOI: 10.24093/awej/call10.16

A. Alqarni

{"title":"Effect of Mobile Assisted Learning on English Language Vocabulary and Grammar: The Saudi Arabian Context as a Case Study","authors":"A. Alqarni","doi":"10.24093/awej/call10.16","DOIUrl":"https://doi.org/10.24093/awej/call10.16","url":null,"abstract":"Mobile-assisted language learning offers a different learning environment, facilitating learning in second/foreign languages and vocabulary learning. The current study attempted to explore the utilization effect of mobile-assisted language learning, facilitating English language learners to perform better in English vocabulary and grammar learning. In other words, this research aims to support the body of research related to the effect and usefulness of mobile learning or mobile-assisted language learning by examining the English language context of Saudi Arabian college students. Employing a pre-test/post-test design on 29 diploma students, the researcher compared students’ learning performance utilizing mobile learning at King Abdulaziz University, Jeddah-Saudi Arabia. Results indicated that the post-test grades scored by the students were better in vocabulary than the pre-test scores. These findings indicated that the strategic utilization of mobile integrated language learning has the strength to positively impact academic performance, especially in terms of achievement in English vocabulary and grammar. This supports the theory that electronic tools such as mobiles can create a non-formal but interactive way of learning foreign language grammar and vocabulary. Careful implications for foreign language learning were offered.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141796928","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 the Impact of VR Integration on ESL Leaners’ English Verbal Communication Skills: A Case Study in a Malaysian High School 探索虚拟现实技术整合对 ESL 学生英语口头交流能力的影响：马来西亚一所高中的案例研究

Arab World English Journal Pub Date : 2024-07-28 DOI: 10.24093/awej/call10.10

Kumutha Raman, Harwati Hashim, Hanita Hanim Ismail

{"title":"Exploring the Impact of VR Integration on ESL Leaners’ English Verbal Communication Skills: A Case Study in a Malaysian High School","authors":"Kumutha Raman, Harwati Hashim, Hanita Hanim Ismail","doi":"10.24093/awej/call10.10","DOIUrl":"https://doi.org/10.24093/awej/call10.10","url":null,"abstract":"Today’s young people spend a lot of time on gaming and mobile devices, which limits their social interactions and ability to communicate well. Integrating Virtual Reality technology in language learning provides a simulated or gaming-like environment for students to practice their communication skills. The main aim of the study is to explore the impact of integrating VR technology into the learning of English verbal communication skills among ESL students. Essentially, this study provides evidence-based insights into the potential of VR technology to improve learners’ essential verbal communication skills. Thus, the aim was addressed through the research question on how the use of the ImmerseMe VR platform impacts the development of ESL learners’ English verbal communication skills, particularly fluency and accuracy while highlighting the evidence of the impact on participants’ communicative competence during speaking assessments. The study focused on 15 Form 6 students from a Chinese Independent High School in Malaysia, exploring their encounters with VR-integrated lessons. This study investigated how the ImmerseMe VR platform affects ESL learners’ English verbal communication skills and evaluates its effectiveness in enhancing language proficiency and communicative competence in ESL classrooms. The data were collected through ImmerseMe auto-generated report and speaking assessment. The quantitative analysis reported significant improvement in learners’ skills following VR intervention, highlighting VR’s potential as a useful tool for language learning. This research shows how VR platforms like ImmerseMe can improve language proficiency and communicative competence among learners while providing valuable insights into innovative teaching methods for ESL classrooms.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141797198","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 Content Analysis of Lesson Starters in English Language YouTube Videos 英语 YouTube 视频中的开课内容分析

Arab World English Journal Pub Date : 2024-07-28 DOI: 10.24093/awej/call10.20

Baraat Ismael Faqe Abdulla

{"title":"A Content Analysis of Lesson Starters in English Language YouTube Videos","authors":"Baraat Ismael Faqe Abdulla","doi":"10.24093/awej/call10.20","DOIUrl":"https://doi.org/10.24093/awej/call10.20","url":null,"abstract":"This content analysis examines the use of lesson starters in English-language instructional videos on YouTube. Lesson starters, known as icebreakers or warm-up activities, are commonly used to engage learners, create a positive atmosphere, and introduce new topics. This study aims to identify the types of lesson starters used and their effectiveness in engaging learners in English-language learning. The main research question is what is the impact of incorporating effective lesson starters in English-language instructional videos? A thorough review of a sample of English language YouTube videos covering various topics and targeting different proficiency levels will be conducted. The study adopts qualitative and quantitative content analysis to show the effectiveness of lesson starters. The findings will shed light on the prevalence of different lesson starters used in these videos and provide insights into their impact on learners’ engagement and motivation. This research contributes to developing pedagogical practices and resources that enhance the English language learning experience through effective lesson starters, and it can serve as a foundation for further research because of the lack of research in this area.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141796573","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

Community of Inquiry as an Instructional Framework: How Teaching, Social and Cognitive Presences Impact EFL Speaking in a Blended Setting in Bangladesh 作为教学框架的探究社区：教学、社会和认知存在如何影响孟加拉国混合式环境中的英语口语教学

Arab World English Journal Pub Date : 2024-07-28 DOI: 10.24093/awej/call10.4

Zinat A Tabassum, Mohd Rashid Bin Mohd Saad

{"title":"Community of Inquiry as an Instructional Framework: How Teaching, Social and Cognitive Presences Impact EFL Speaking in a Blended Setting in Bangladesh","authors":"Zinat A Tabassum, Mohd Rashid Bin Mohd Saad","doi":"10.24093/awej/call10.4","DOIUrl":"https://doi.org/10.24093/awej/call10.4","url":null,"abstract":"This study investigates the impact of the community of inquiry framework on enhancing English as a foreign language proficiency in a blended learning context in Bangladesh. The primary aims are to examine how integrating teaching, social, and cognitive presences improves EFL speaking skills and to identify teachers’ perspectives and recommendations on implementing blended learning and community of inquiry. Semi-structured interviews were conducted using a qualitative case study approach with ten teachers from a private university after a two-day professional development workshop and a subsequent four-week application of CoI principles in their classes. The findings reveal a positive influence on students’ speaking skills, notably boosting motivation, confidence, and peer collaboration. However, challenges like better teacher training in technology and pedagogy and insufficient institutional support for online resources were identified. Despite these obstacles, the study emphasizes how the community of inquiry can revolutionize Bangladeshi education by promoting the idea that English should be viewed as a communication tool outside of the classroom. The paper concludes with recommendations for effective community of inquiry and blended learning implementation, stressing the importance of comprehensive training and institutional backing.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141797092","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

Saudia EFL Students’ Attitudes toward the Usage of Web-Enhanced Language Learning 沙特 EFL 学生对使用网络强化语言学习的态度

Arab World English Journal Pub Date : 2024-07-28 DOI: 10.24093/awej/call10.21

Turki Rabah Al Mukhallafi

{"title":"Saudia EFL Students’ Attitudes toward the Usage of Web-Enhanced Language Learning","authors":"Turki Rabah Al Mukhallafi","doi":"10.24093/awej/call10.21","DOIUrl":"https://doi.org/10.24093/awej/call10.21","url":null,"abstract":"In light of the (2030) educational vision of the Kingdom of Saudi Arabia, the universities ought to provide their students with an enhanced Language Learning environment for achieving the desired learning outcomes. This study was an attempt to explore Saudia EFL students’ attitudes toward the usage of Web Enhanced Language Learning and to shed light on the problems they face. The study problem could be stated in this main question: What were EFL Taibah University students’ attitudes toward the usage of Web Enhanced Language Learning? For data collection, a 20-item questionnaire was developed and circulated online to 300 EFL first-year students at the Department of English, Faculty of Arts and Humanities, Taibah University. The data was collected and analyzed using the Statistical Package for the Social Sciences Program. The results showed that the students’ attitudes were positive toward the usage of Web Enhanced Language Learning in EFL. The findings indicated that further research was needed to scrutinize all the problems, with particular emphasis on distraction and EFL apprehension problems. The study recommended generalising the usage of Web-Enhanced Language Learning technologies in EFL learning at all Saudi universities.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141796492","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

Using Artificial Intelligence in English As A Foreign Language Classrooms: Ethical Concerns and Future Prospects 在英语作为外语的课堂上使用人工智能：伦理问题与未来展望

Arab World English Journal Pub Date : 2024-07-28 DOI: 10.24093/awej/call10.7

Amal Abdul-Aziz Mohammed Al-Othman

{"title":"Using Artificial Intelligence in English As A Foreign Language Classrooms: Ethical Concerns and Future Prospects","authors":"Amal Abdul-Aziz Mohammed Al-Othman","doi":"10.24093/awej/call10.7","DOIUrl":"https://doi.org/10.24093/awej/call10.7","url":null,"abstract":"This qualitative study aimed to explore how teachers of English perceive the advantages and disadvantages of using artificial intelligence by Saudi students who study English as a Foreign Language. The study used semi-structured interviews to delve into teachers’ pedagogical beliefs, ethical concerns, and expectations regarding using artificial intelligence tools by Saudi students, using the College of Languages and Translation at Al-Imam Mohammed Bin Saud Islamic University as a case study. The main research question focused on examining the positive and negative impacts of artificial intelligence on students’ language performance. The study findings revealed several themes from teachers’ interviews, including strategies for implementing artificial intelligence in the classroom, the impacts of artificial intelligence on students’ language proficiency, and the importance of guiding students to effectively use artificial intelligence applications. The findings also highlighted teachers’ expectations for expanding open-source language learning online channels and the widespread use of robots in English classrooms. The study recommends aligning professional development programs with language curricula to equip teachers with the necessary skills for effectively integrating artificial intelligence technologies into the classroom. The significance of this study stems from its contribution to the current debate on using artificial intelligence in education, presenting empirical evidence on its impacts on students’ language performance.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141796630","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