Arab World English Journal最新文献

{"title":"Trends and Benefits of Online Distance Learning in the English as a Second Language Context: A Systematic Literature Review","authors":"Nur Mazliyana Zainuddin, Maslawati Mohamad, Nur Yasmin Zakaria, Nur Ainil Sulaiman, Nur Atiqah Jalaludin, Halizah Omar","doi":"10.24093/awej/call10.18","DOIUrl":"https://doi.org/10.24093/awej/call10.18","url":null,"abstract":"The COVID-19 pandemic has shifted the education field across the globe. This transformation has made education more accessible through the emergence of online distance learning. Therefore, this systematic literature review presents an extensive review and analysis of existing studies on online distance learning in the English as a Second Language context. The study’s main aim is to explore the effectiveness of online distance learning in the English as a Second Language context. The significance of the study lies in its potential to inform educational stakeholders about the advantages and areas for improvement in online distance learning for learners and teachers, thus enhancing educational practices and policies. The primary research question guiding this review is: What are the experiences and perceptions of teachers and students regarding online distance learning in the English as a Second Language context? The study follows the PRISMA 2020 statement guidelines for systematic literature reviews, investigating peer-reviewed articles from the SCOPUS and ERIC databases (2019 – 2023). Seventeen (17) studies were selected based on the inclusion and exclusion criteria. The findings indicate growing research interest in online distance learning in the English as a Second Language context. Most of the studies employed qualitative design in which university students mainly were used as participants. The findings also provide invaluable insights regarding the benefits enjoyed by both students and teachers from online distance learning. Key benefits derived from students’ perceptions are comfort, enjoyable, time-saving, autonomous learning, improved communication, and collaborative skills. Teachers, on the other hand, stated that the benefits they enjoyed through online distance learning were time savings, a positive learning environment, improved teaching efficiency, money savings, and enhanced students’ psychological factors. To summarise, these findings suggest that stakeholders should take the appropriate measures to effectively implement online distance learning and achieve Sustainable Development Goal 4 (SDG4), which aims to ensure inclusive and equitable education for all.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":"21 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141796685","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}

{"title":"Exploring EFL Learners’ Perspectives on Using AI Tools and Their Impacts in Reading Instruction: An Exploratory Study","authors":"Talal Waleed Daweli, Rain Abdulrahman Moqbel Mahoub","doi":"10.24093/awej/call10.11","DOIUrl":"https://doi.org/10.24093/awej/call10.11","url":null,"abstract":"This study explored the impacts of artificial intelligence (AI) tools on English as a foreign language (EFL) reading instruction. The main aim was to examine EFL learners’ perceptions of using AI tools in their EFL reading classes and explore how those tools could impact their learning. The study tried to answer those questions: What were EFL learners’ perceptions of AI tools in reading instruction? And, how could AI tools impact EFL learners’ reading skills? To achieve the objectives, an online survey was used to investigate EFL learners’ perspectives on using AI tools and their effects in instructing reading. The findings indicated that learners had positive perceptions of using AI tools in their learning because they helped improve their reading skills and increased their confidence and motivation in reading. In addition, using AI tools for instructing reading enhanced EFL learners’ skills because they provided supportive and adaptive learning tailored to their needs. However, concerns were raised regarding long-term impacts and optimal integration models. The findings suggested AI showed promise for supporting reading instruction when combined judiciously with traditional methods. The study recommended EFL instructors consider the strategic blending of AI tools in the classroom to enhance reading proficiency and motivation.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":"12 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141796725","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}

{"title":"Exploring the Impact of Email-Based Vocabulary Instruction on Saudi Adult EFL Students’ Technology-Integrated Learning","authors":"Saad Eid Albaqami","doi":"10.24093/awej/call10.15","DOIUrl":"https://doi.org/10.24093/awej/call10.15","url":null,"abstract":"This research investigates the perspectives and experiences of Saudi EFL students as a Foreign Language students between the ages of 20 and 24 regarding using email as a technologically enhanced approach to studying vocabulary. The research’s aim is to investigate the opinions of students regarding using email as a technology-based method of instruction to study vocabulary. The significance of the study lies in its potential to inform curriculum development and instructional strategies in English programs, especially increasing digital integration in education. The research question guiding this research is: What are the experiences and attitudes of Saudi adult EFL students regarding using email as a technology-enhanced method of instruction to study vocabulary? During five weeks, three groups of students from Albaha University, were divided into three groups and taught using three instructional approaches. Likert scales and closed-ended and open-ended questions, the survey gauged students’ perceptions of the benefits and drawbacks of the teaching methods. The findings revealed that the participants held favorable views regarding using email to learn vocabulary. They recognized advantages which included increased motivation, the ability to learn independently, and the ease of storing and accessing materials. Conversely, some students experienced technical obstacles and reported a possible adverse effect on their handwriting ability. This study reveals the impact of the digital divide, which has been further exacerbated due to the COVID-19 pandemic, on learning. The study’s discoveries will aid in developing curricula and instructional English major programs, improving the overall quality of language learning environments.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":"11 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141796817","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}

{"title":"Using the ADDIE Model to Develop an Online Professional Development Program for Non-Specialist ESL Teachers","authors":"Noraini Zulkepli, Intan Safina Mohd Ariff Albakri, Puteri Zarina Megat Khalid, Mohd Faisal Farish Ishak","doi":"10.24093/awej/call10.19","DOIUrl":"https://doi.org/10.24093/awej/call10.19","url":null,"abstract":"The present article reports a study that employed the Analysis, Design, Development, Implementation and Evaluation instructional design model to develop an e-speaking skills upskilling programme. It is guided by the research question: How do subject matter experts rate the Instructional Design, Content, User Control, and Technical components of the online learning platform prototype? The study is significant because it addresses the gap in research regarding the development of an Online Teacher Professional Development programme specifically targeted at enhancing the speaking skills of a group of non-specialist English language teachers. It describes the development of the prototype that involves several stages: Analysis, Design, Development, Implementation, and Evaluation. At the Implementation stage, expert validation was conducted where five subject matter experts were asked to rate the Instructional Design, Content, User Control and Technical components of the online learning platform. The findings indicate that the Content component requires revision, especially on items concerning bias and suitability with the learning objectives. Some suggestions to address the issues were provided. It is concluded that expert validation is important at the Implementation stage as it aligns with the continuous improvement that is fundamental to the ADDIE model.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141796940","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}

{"title":"The Positive Effect of Technology-Integrated Teaching on Students’ Grammar Learning","authors":"Behcet Celik","doi":"10.24093/awej/call10.5","DOIUrl":"https://doi.org/10.24093/awej/call10.5","url":null,"abstract":"The primary aim of this study is to examine and assess the impact of technology-integrated education on students’ acquisition of grammatical skills. In this context, thirty students participated in this study; the stratified sampling method allocated 15 intermediate-level students to the control group, while another 15 students were assigned to the experimental groups. To assess the grammar proficiency of both groups at the start of the study, a pre-test was administered. The control group received traditional grammatical education centered around books, while the experimental group received grammar education utilizing mobile phones, smart boards, and technological applications. Although the pre-test analyses conducted at the start of the study did not reveal any notable distinction between the two groups, the post-test analyses using SPSS-7 and t-statistics calculations indicated a significant difference of .001 between the two groups. The control group experienced a 12.17% gain in grammatical level, while the experimental group showed a higher increase of 27.25%. Upon concluding the study, during the interview analysis conducted with the students, they expressed that technology-integrated grammar education is beneficial due to its flexibility, immediate feedback, and inclusion of video clips, quizzes, and sample essays pertaining to grammar.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":"14 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141797070","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}

{"title":"Exploring Challenges and Impacts: Insights from School Teachers in Virtual Learning Environments","authors":"Noorlila Ahmad, Magdelina Anak Nugak, Siti Fatimah Abd Rahman, Nor Asiah Mohamad @ Razak","doi":"10.24093/awej/call10.12","DOIUrl":"https://doi.org/10.24093/awej/call10.12","url":null,"abstract":"As Virtual Learning Environments become increasingly integral to educational practices, this study delves into the often-neglected realm of challenges faced by teachers in the implementation of virtual teaching and learning. This study aims to explore the challenges and impacts faced by teachers in implementing virtual learning environments. Next is to identify the best features in addressing the challenges and impact of virtual learning implementation among teachers. Employing a qualitative case study design, the research conducted semi-structured interviews and observations involving primary school teachers from level 1 (years 1 to 3) and level 2 (years 3–6). The findings illuminate multifaceted challenges and constraints encountered by teachers, resonating across the realms of teacher dynamics, school infrastructure, and student engagement. Efforts to surmount these challenges revolve around recognizing teachers as crucial exemplars and elucidating the responsibilities they shoulder. Moreover, the study underscores the pivotal role of the learning environment and atmosphere during virtual teaching and learning implementations. In essence, teachers emerge as driving agents shaping the practical construction of the curriculum, necessitating a supportive environment and comprehensive infrastructure. The implications of this research extend towards fostering effective teaching and learning practices, ensuring a more conducive educational landscape for both educators and students in the era of virtual pedagogy.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":"6 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141796461","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}

{"title":"Evaluating the Effects of Artificial Intelligence Homework Assistance Tools on High School Students’ Academic Performance and Personal Development","authors":"Jihane Tamimi, Essafa Addichane, Sadik Madani ALAOUI","doi":"10.24093/awej/call10.3","DOIUrl":"https://doi.org/10.24093/awej/call10.3","url":null,"abstract":"Technological advancement in various aspects of life has led to integrating artificial intelligence into educational practices. Students’ use of artificial intelligence assistance tools has become more fundamental in academic settings, which evolved a range of positive and negative perspectives. The current study explores the impact of artificial intelligence assistance tools on students’ overall personal and academic performance. Hence, this article is significant as it evaluates how Moroccan high school students use artificial intelligence assistance tools to solve their homework assignments. The study attempts to answer to what extent these students rely on these tools and examine the teachers’ attitudes and concerns toward the impact of these evolving changes that artificial intelligence has brought to their classrooms. A mixed-method approach is used to achieve the study’s objectives, employing both quantitative and qualitative methods. Therefore, the findings indicate that students rely heavily on artificial intelligence to complete their everyday homework tasks, which impedes their learning process and skills acquisition. These findings provide several recommendations to policymakers, parents, educators, and learners to be aware of the adverse effects of the overuse of artificial intelligence assistance tools on students’ learning outcomes","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":"9 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141796562","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}

{"title":"Beyond Traditional Language Learning: EFL Student Views on ChatGPT in Saudi Arabia","authors":"Saleh Mosleh Alharthi","doi":"10.24093/awej/call10.2","DOIUrl":"https://doi.org/10.24093/awej/call10.2","url":null,"abstract":"Artificial intelligence-based language learning tools have seen increasing adoption in recent years. ChatGPT, an AI assistant developed by OpenAI, has emerged as a popular supplemental tool for practicing English as a foreign language. However, integrating new technologies into language learning requires understanding how end users perceive and experience them. This study explored the perspectives of EFL students on using ChatGPT at three Western universities in Saudi Arabia. The main aim of this study was to explore EFL students’ perspectives on using ChatGPT at three Western universities in Saudi Arabia. This research bears critical significance in optimizing the implementation and design of AI-assisted language learning tools. The primary question addressed was “What are EFL students’ perceptions of the effectiveness and usability of ChatGPT as a supplemental language learning tool?”. A primary quantitative study methodology has been used in the paper. A questionnaire gathering data on perceptions of usability, effectiveness, and impact on learning was distributed to 299 university EFL students. Descriptive statistics and chi-square tests were conducted to analyze the responses. The findings showed that students held a moderately positive view of ChatGPT, seeing it as enhancing understanding and communication abilities in English language learning. Ease of use also significantly impacted students’ preferences and intent to continue utilization. While engagement levels varied, many reported weekly usage of ChatGPT. Gauging EFL learners’ perceptions provided insights that can help tailor AI language tools to better align with individual needs and profiles.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":"2 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141796827","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}

{"title":"A Survey-Based Study on the Attitudes of Future English Teachers Towards Video Conferencing in Hybrid Learning","authors":"Hessah Saleh Aldayel, Hikmah Pravitasari, Muhammad i Ikhwan Arif Aziz","doi":"10.24093/awej/call10.17","DOIUrl":"https://doi.org/10.24093/awej/call10.17","url":null,"abstract":"This research aims to examine the attitudes of future English teachers towards the use of video conferencing platforms in hybrid learning environments. Building upon the comprehensive attitude framework proposed by Garrett et al. (2003, p.3), which encompasses cognitive, affective, and behavioral components, we employ a quantitative research design with a survey approach. The study collects data through online questionnaires, and descriptive statistics are used for data analysis. The findings and subsequent discussion shed light on the pedagogical advantages of video conferencing tools, including popular platforms such as Google Meet and Zoom Meeting, in facilitating learning activities. The utilization of video conferencing platforms has positive impacts on the cognitive and affective attitudes of future English teachers, enriching their overall learning experience. However, it is essential to acknowledge that the behavioral attitudes of prospective English teachers exhibit a range of habits, which can both positively and negatively influence the online learning process. Finally, this study highlights the potential for future English teachers to enhance their learning process by actively engaging with their attitudes and negotiating them to shape their identities as professional educators.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141797125","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}

{"title":"A Conceptual Framework for Evaluating Computer-Assisted Language Learning-Dedicated Applications","authors":"Osama Mudawe Nurain Mudawe, Jaber Ali Maslamani","doi":"10.24093/awej/call10.8","DOIUrl":"https://doi.org/10.24093/awej/call10.8","url":null,"abstract":"In language teaching and learning domains, evaluation plays a prominent role in visualizing the scope of progress and achievements. Therefore, evaluation occurs constantly in all teaching aspects (materials, content, pedagogical practices, and other related issues). However, evaluating materials remains complex owing to their distinctiveness. This complexity is attributed to the excessive application of Web-based resources in teaching and learning settings to create authentic learning opportunities. Consequently, evaluating materials’ suitability requires guidance and practical frameworks that constitute common ground for evaluation. As technology offers a tremendous solution to a particular learning/ teaching context, including Computer-Assisted Language Dedicated Apps, the question of how these apps fit into specific teaching/learning contexts remains controversial. However, the evaluation frameworks that Hubbard, Chapelle, Richards, and Rodgers developed have paved the way for more effective evaluation of CALL resources and applications. In light of this, the study attempts to take part in revealing the myth of CDAPPS evaluation by adopting the conceptual research methodology in association with a systematic review of the previous models for evaluating Computer-Assisted Language Learning Dedicated Applications where a conceptual and principled framework entitled Mudawe and Maslamani Framework is proposed. The proposed framework embraces four levels of analysis for evaluation: Learner/user fit, language professional Fit, Technology fit, and institutional administrators Fit. Each consideration contains several criteria associated with the main level of the analysis that can be used through judgmental or empirical evaluation.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":"2 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141797130","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}