Subjects -> EDUCATION (Total: 2346 journals)
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    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (38 journals)
    - EDUCATION (1996 journals)
    - HIGHER EDUCATION (140 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (42 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

ONLINE EDUCATION (42 journals)

Showing 1 - 41 of 41 Journals sorted alphabetically
Aprendo con NooJ     Open Access   (Followers: 1)
Asian Association of Open Universities Journal     Open Access   (Followers: 1)
Asian Journal of Distance Education     Open Access   (Followers: 2)
Campus Virtuales     Open Access   (Followers: 3)
Current Issues in Emerging eLearning     Open Access   (Followers: 11)
Designs for Learning     Open Access   (Followers: 12)
Digital Education Review     Open Access   (Followers: 7)
Edu Komputika Journal     Open Access   (Followers: 1)
Edutec : Revista Electrónica de Tecnología Educativa     Open Access  
European Journal of Open, Distance and E-Learning     Open Access   (Followers: 4)
ICT Learning     Open Access   (Followers: 4)
IEEE Transactions on Learning Technologies     Full-text available via subscription   (Followers: 12)
International Journal of Computer-Assisted Language Learning and Teaching     Full-text available via subscription   (Followers: 14)
International Journal of Cyber Ethics in Education     Full-text available via subscription   (Followers: 2)
International Journal of Educational Technology     Open Access   (Followers: 10)
International Journal of Educational Technology in Higher Education     Open Access   (Followers: 26)
International Journal of Game-Based Learning     Hybrid Journal   (Followers: 17)
International Journal of Mobile and Blended Learning     Full-text available via subscription   (Followers: 25)
International Journal of Mobile Learning and Organisation     Hybrid Journal   (Followers: 16)
International Journal of Virtual and Personal Learning Environments     Full-text available via subscription   (Followers: 18)
International Journal of Web-Based Learning and Teaching Technologies     Hybrid Journal   (Followers: 20)
International Journal on Advances in ICT for Emerging Regions (ICTer)     Open Access   (Followers: 2)
International Review of Research in Open and Distance Learning     Open Access   (Followers: 24)
International Technology and Education Journal     Open Access   (Followers: 1)
Irish Journal of Academic Practice     Open Access   (Followers: 1)
Irish Journal of Technology Enhanced Learning     Open Access   (Followers: 2)
Journal of Computers in Education     Hybrid Journal   (Followers: 9)
Journal of Digital Learning in Teacher Education     Hybrid Journal   (Followers: 25)
Journal of Learning and Teaching in Digital Age     Open Access   (Followers: 6)
Journal of Learning for Development     Open Access   (Followers: 4)
Journal of Open, Flexible and Distance Learning     Open Access   (Followers: 29)
Journal of Research on Technology in Education     Hybrid Journal   (Followers: 16)
Journal of Teaching and Learning with Technology     Open Access   (Followers: 10)
Multicultural Education Review     Hybrid Journal   (Followers: 8)
Networks : An Online Journal for Teacher Research     Open Access   (Followers: 1)
OUSL Journal     Open Access  
Research and Practice in Technology Enhanced Learning     Open Access   (Followers: 7)
Revista Interuniversitaria de Investigación en Tecnología Educativa     Open Access  
Smart Learning Environments     Open Access   (Followers: 6)
Teknodika     Open Access  
Theory and methods of e-learning     Open Access   (Followers: 11)
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International Journal of Computer-Assisted Language Learning and Teaching
Number of Followers: 14  
 
  Full-text available via subscription Subscription journal
ISSN (Print) 2155-7098 - ISSN (Online) 2155-7101
Published by IGI Global Homepage  [147 journals]
  • The Affordances of Video conferencing tools in synchronous online sessions
           in the Turkish EFL context

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      Abstract: In 2020, video conferencing went from a novelty to a necessity, and its usage skyrocketed due to shelter-in-place throughout the world. However, there is a scarcity of academic research on the psychological effects and mechanisms of video conferencing, and scholars need tools to understand this drastically scaled usage. Therefore, the purpose of this study is to understand EFL teachers’ expectations and needs for video conferencing tools. 578 English as a foreign language education teachers who live in Turkey participated in this study. Mixed-methods research was used to analyze the survey results. The findings of this study can be used to guide the selection of appropriate videoconferencing systems for educational purposes. They also provide information on how to investigate teaching methods and pedagogies for online education. This study also includes a series of suggestions for how to improve videoconferencing tools.
      Keywords: Educational Technologies; Education; Computer-Assisted Language Learning
      Citation: International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), Volume: 12, Issue: 1 (2022) Pages: 0-0
      PubDate: 2022-01-01T05:00:00Z
      DOI: 10.4018/IJCALLT.301194
      Issue No: Vol. 12, No. 1 (2022)
       
  • The Effects of Flipped Classroom on Primary School Students’ Writing
           Performance in English

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      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.
      Keywords: Educational Technologies; Education; Computer-Assisted Language Learning
      Citation: International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), Volume: 12, Issue: 1 (2022) Pages: 0-0
      PubDate: 2022-01-01T05:00:00Z
      DOI: 10.4018/IJCALLT.301195
      Issue No: Vol. 12, No. 1 (2022)
       
  • Evaluative Phrase-frames and Patterns in Doctoral Thesis Conclusions

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      Abstract: The language of evaluation can be identified not only in individual lexis but also in extended lexical-grammatical units such as phrase-frames. This study aims to explore evaluative phrase-frames and phraseological patterns in a corpus of conclusion chapters of doctoral theses. Through a corpus-driven analysis, a list of highly frequent phrase-frames were extracted and further refined to 21 evaluative phraseologies which contain an adjective in the variable position and are followed by a complement structure (e.g., it is * that). The identified phrase-frames were mapped onto different grammar patterns (Francis et al., 1998) and were analysed by Appraisal types (Martin & White, 2005) and evaluated entities (Thetela, 1997). The findings indicated that different phrase-frames and patterns showed clear preferences for particular Appraisal functions and evaluation types. This study suggests that there are interconnections among evaluative phrase-frames, their discourse functions, and different types of evaluation in academic discourse.
      Keywords: Educational Technologies; Education; Computer-Assisted Language Learning
      Citation: International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), Volume: 12, Issue: 1 (2022) Pages: 0-0
      PubDate: 2022-01-01T05:00:00Z
      DOI: 10.4018/IJCALLT.301196
      Issue No: Vol. 12, No. 1 (2022)
       
  • Digital literacy and academic staff in an English Medium Instruction
           university

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      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.
      Keywords: Educational Technologies; Education; Computer-Assisted Language Learning
      Citation: International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), Volume: 12, Issue: 1 (2022) Pages: 0-0
      PubDate: 2022-01-01T05:00:00Z
      DOI: 10.4018/IJCALLT.301197
      Issue No: Vol. 12, No. 1 (2022)
       
  • Video captioning effects on EFL listening comprehension and vocabulary
           learning

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      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.
      Keywords: Educational Technologies; Education; Computer-Assisted Language Learning
      Citation: International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), Volume: 12, Issue: 1 (2022) Pages: 0-0
      PubDate: 2022-01-01T05:00:00Z
      DOI: 10.4018/IJCALLT.291534
      Issue No: Vol. 12, No. 1 (2022)
       
  • “We are responsive on Zoom, but…”

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      Abstract: This study explored forty-eight English as a second language learners’ perceptions of and attitudes towards pre-task planning in synchronous video-based computer-mediated (SvCMC) and real-time face-to-face (F2F) communication. The participants, randomly divided into SvCMC and F2F groups, performed a planned and unplanned task in SvCMC/F2F conditions. Interviews were conducted immediately after task performance to capture their perceptions of and attitudes towards pre-task planning and the communication modes. The findings revealed that over half of them perceived the usefulness of pre-task planning and favoured F2F to SvCMC. The participants’ opinions for pre-task planning were elaborated regarding the differences between the ±planning conditions concerning multitasking, organization planning, content preparation, real-world relevance, and responsiveness among non-planners. Their attitudes towards SvCMC and F2F were explained by the different natures of the communication modes and pair/group dynamics. The findings shed light on teaching L2 speaking in physical and virtual settings.
      Keywords: Educational Technologies; Education; Computer-Assisted Language Learning
      Citation: International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), Volume: 12, Issue: 1 (2022) Pages: 0-0
      PubDate: 2022-01-01T05:00:00Z
      DOI: 10.4018/IJCALLT.291535
      Issue No: Vol. 12, No. 1 (2022)
       
  • A Mixed-Methods Study of Computer-Mediated Communication Paired With
           Instruction on EFL Learners' Pragmatic Competence

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      Authors: Zhang; Ying, Zhang, Ying
      Pages: 1 - 14
      Abstract: The use of computer-mediated communication (CMC) has been growing as an approach to facilitating second/foreign language (L2/FL) acquisition. Existing literature adopting CMC has investigated the efficacy of various devices (e.g., blogs, emails). However, few studies have explored the potential advantages of augmenting CMC-based learning with instruction. This study investigated the impact of CMC paired with instruction on EFL learners' pragmatic competence. Sixty-five Chinese EFL students were divided into two groups; the experimental group engaged in CMC with native English speakers and received instruction in compliment responses (CRs), while the control group had CMC without intervention. Result from an independent samples t-test indicated a significant difference between groups for properly using CRs, favoring the experimental group (p = .023). Furthermore, findings from interviews showed that cognitive load, teachers, and pragmatic knowledge affect EFL learners' pragmatic behaviors. Implications are discussed.
      Keywords: Educational Technologies; Education; Computer-Assisted Language Learning
      Citation: International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), Volume: 12, Issue: 1 (2022) Pages: 1-14
      PubDate: 2022-01-01T05:00:00Z
      DOI: 10.4018/IJCALLT.291113
      Issue No: Vol. 12, No. 1 (2022)
       
  • Exploring Multiliteracies and Multimodal Pedagogies in Chinese Language
           Teaching

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      Authors: Wang; Danping, Li, Danni
      Pages: 1 - 19
      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.
      Keywords: Educational Technologies; Education; Computer-Assisted Language Learning
      Citation: International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), Volume: 12, Issue: 1 (2022) Pages: 1-19
      PubDate: 2022-01-01T05:00:00Z
      DOI: 10.4018/IJCALLT.298704
      Issue No: Vol. 12, No. 1 (2022)
       
  • Academic Entrepreneurship in CALL

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      Authors: Lubua; Filipo Gao, Kessler, Greg
      Pages: 1 - 16
      Abstract: This concept paper aims to introduce academic entrepreneurship as a subject of particular significance in the CALL field in the knowledge economy era. The article describes why the primary CALL practitioners – faculty and students – should invest their time, skills, and resources to pursue, identify, and exploit entrepreneurial opportunities and create far-reaching technological products and services for language instruction and research. The paper advocates for creating a particular research area in which CALL researcher and academic entrepreneurs will showcase their practical uniqueness and experience in CALL academic entrepreneurship to motivate and inspire one another. The paper also advocates for the inclusion of entrepreneurship education into the CALL preparation curriculum to produce graduates with the entrepreneurial skillset that will enable them to be active participants in identifying and exploiting CALL-related entrepreneurial opportunities.
      Keywords: Educational Technologies; Education; Computer-Assisted Language Learning
      Citation: International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), Volume: 12, Issue: 1 (2022) Pages: 1-16
      PubDate: 2022-01-01T05:00:00Z
      DOI: 10.4018/IJCALLT.291104
      Issue No: Vol. 12, No. 1 (2022)
       
  • The Effect of Serious Mobile Games on Student English Vocabulary
           Acquisition and Attitude Toward English

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      Authors: Kara; Nuri
      Pages: 1 - 16
      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.
      Keywords: Educational Technologies; Education; Computer-Assisted Language Learning
      Citation: International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), Volume: 12, Issue: 1 (2022) Pages: 1-16
      PubDate: 2022-01-01T05:00:00Z
      DOI: 10.4018/IJCALLT.297203
      Issue No: Vol. 12, No. 1 (2022)
       
  • Effects of Diagnostic Tests on Self-Directed Language Learning Development

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      Authors: Yeh; Helen W. M.
      Pages: 1 - 15
      Abstract: This study aims at investigating the language strengths and weaknesses of Hong Kong self-directed learners, their learning needs and their self-directed learning experiences with the use of diagnostic language test and examining whether the test can help the learners to self-direct their own learning. The test results showed that less than half of the participants reached the satisfactory level of the diagnostic tests in the areas of listening, vocabulary, reading and grammar, and their weakest competence was vocabulary. The findings also revealed that the learners wanted to improve their communication skills, vocabulary, as well as speaking and listening skills, and that they had a need to learn a series of specific sub-skills regarding the four areas. The results yielded that the diagnostic test provided valuable information on the self-directed language learning, and suggested that teacher intervention, learning strategies and self-evaluation skills are required for the initial development of self-directed language learning.
      Keywords: Educational Technologies; Education; Computer-Assisted Language Learning
      Citation: International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), Volume: 12, Issue: 1 (2022) Pages: 1-15
      PubDate: 2022-01-01T05:00:00Z
      DOI: 10.4018/IJCALLT.291105
      Issue No: Vol. 12, No. 1 (2022)
       
  • Learning Design Preferences in LMOOCs

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      Authors: Huertas-Abril; Cristina A., Muszyńska, Barbara
      Pages: 1 - 17
      Abstract: Massive Open Online Courses (MOOCs) have come to stay supported by the development of educational technologies, and within them Language MOOCs (LMOOCs) are a phenomenon that has risen expectations but also shown their limitations. This study aims at comparing students’ preferences from two universities (UCO, Spain, and ULS, Poland) regarding the learning design preferences of LMOOCs and analyze whether there are differences based on sociocultural context, gender and educational stage. The respondents (n = 260) stated to be in favor of a balance between the constructivist and instructionist educational practices in online language courses. The findings reveal significant differences regarding LMOOCs learning and feedback design in terms of gender and sociocultural context, while no significant differences were found between undergraduate and postgraduate students. These results may be used to plan innovative and effective learning situations that suit learners’ needs and preferences, which should lead to higher quality of learning, and higher learner engagement and satisfaction.
      Keywords: Educational Technologies; Education; Computer-Assisted Language Learning
      Citation: International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), Volume: 12, Issue: 1 (2022) Pages: 1-17
      PubDate: 2022-01-01T05:00:00Z
      DOI: 10.4018/IJCALLT.291106
      Issue No: Vol. 12, No. 1 (2022)
       
  • Flipped Learning and Linguistic Self-Confidence

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      Authors: Leis; Adrian
      Pages: 1 - 14
      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.
      Keywords: Educational Technologies; Education; Computer-Assisted Language Learning
      Citation: International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), Volume: 12, Issue: 1 (2022) Pages: 1-14
      PubDate: 2022-01-01T05:00:00Z
      DOI: 10.4018/IJCALLT.291107
      Issue No: Vol. 12, No. 1 (2022)
       
  • Defining Success in a Language MOOC From Learner Perspectives

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      Authors: Jitpaisarnwattana; Napat, Darasawang, Pornapit, Reinders, Hayo
      Pages: 1 - 16
      Abstract: Despite their popularity, there remains a challenge as to how success should be measured in Language MOOCs. Although traditional metrics such as completion rates have often been adopted, they have failed to take into account the fact that learners enrol in LMOOCs with different learning goals. This study examined how success is perceived in an LMOOC on English presentations from learners’ perspectives. Data were collected through 137 questionnaire responses and 22 semi-structured interviews. The quantitative results showed that the majority of learners who completed the course, as well as those who dropped out, thought that they were successful in learning in this LMOOC. Qualitative results showed that course completion was not the primary reason for their perceived success. Rather, they attributed their success to learning specific aspects of the course, language development, applications of the content to their work or study and achieving their learning goals. The authors conclude with suggestions and implications as to how success can be measured in future LMOOC implementation.
      Keywords: Educational Technologies; Education; Computer-Assisted Language Learning
      Citation: International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), Volume: 12, Issue: 1 (2022) Pages: 1-16
      PubDate: 2022-01-01T05:00:00Z
      DOI: 10.4018/IJCALLT.291108
      Issue No: Vol. 12, No. 1 (2022)
       
  • A Case Study of Technology-Assisted Flipped Learning in Enhancing Learner
           Translation Capabilities and Its Mitigated Challenges

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      Authors: Nguyen; Nhat Quang, Lee, Kean Wah, Szabo, Csaba Zoltan, Nguyen, Dung Ngoc Phuong
      Pages: 1 - 19
      Abstract: This study presents a flipped classroom approach tailored to provide dynamic instructional learning of one translation module in Vietnam. The model took consideration of relevant factors of Activity theory (instruments, rules, community and division of labour) to (1) investigate how it could re-orientate learners’ translation habits, and (2) find out the mitigated challenges encountered by Vietnamese learners. 39 junior students at a public university in Vietnam participated in the study. The research implemented a case study design, using semi-structured interviews to examine in depth the benefits of this flipped setting and its actual challenges. The collected findings revealed that this approach could not only bridge the gaps in the relevant literature of flipped learning, but also could improve learners’ habits to use appropriate translation strategies. Finally, challenges faced by learners during the implementation were minimised, thanks to the systematic structure of the flipped classroom procedure and Activity theory.
      Keywords: Educational Technologies; Education; Computer-Assisted Language Learning
      Citation: International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), Volume: 12, Issue: 1 (2022) Pages: 1-19
      PubDate: 2022-01-01T05:00:00Z
      DOI: 10.4018/IJCALLT.291109
      Issue No: Vol. 12, No. 1 (2022)
       
  • Digital Gaming in the Language Classroom

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      Authors: Li; Ke, Peterson, Mark, Wan, Jiahui
      Pages: 1 - 25
      Abstract: Despite the increasing awareness of digital games’ potential for language learning, only a handful of studies focus on their integration into classrooms. Informed by bridging activities, this mixed methods case study recruited six students to engage in instructed gameplay in class and game-related activities after class. Both qualitative and quantitative data were collected and analyzed so as to measure participants’ learning outcome, document their engagement, and explore their perceptions of game-based language learning. Results suggest progress in vocabulary recall and transfer. Participants also reported gains in writing and listening, satisfaction with the project, along with a positive attitude towards GBLL. Moreover, it is found that the instructor has a pivotal role to play in pre-game set-up, in-game guidance and post-game feedback. The study yields empirical evidence regarding the benefits of GBLL and may hold pedagogical implications for the integration of games into educational settings. The limitations of this research and future directions are also discussed.
      Keywords: Educational Technologies; Education; Computer-Assisted Language Learning
      Citation: International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), Volume: 12, Issue: 1 (2022) Pages: 1-25
      PubDate: 2022-01-01T05:00:00Z
      DOI: 10.4018/IJCALLT.291110
      Issue No: Vol. 12, No. 1 (2022)
       
  • Effectiveness of Using Digital Feedback on EFL Student Writing Skills

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      Authors: Hojeij; Zeina, Ayber, Pinar Ozdemir
      Pages: 1 - 18
      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.
      Keywords: Educational Technologies; Education; Computer-Assisted Language Learning
      Citation: International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), Volume: 12, Issue: 1 (2022) Pages: 1-18
      PubDate: 2022-01-01T05:00:00Z
      DOI: 10.4018/IJCALLT.291111
      Issue No: Vol. 12, No. 1 (2022)
       
  • Foreign Language Teacher Perceptions of the Virtual Classroom

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      Authors: Meristo; Merilyn, Ljalikova, Aleksandra, Heero, Aigi
      Pages: 1 - 19
      Abstract: This study investigated foreign language (FL) teachers’ experiences of the virtual classroom during COVID-19 lockdown. The sample consisted of 405 FL teachers who participated in the survey which aimed to measure FL teachers’ perceptions of TPACK, virtual classroom activities, online self-efficacy, student engagement and encountered obstacles. The findings indicate that teachers working in remote areas practice fewer virtual classroom activities and thus perceive low student online engagement. The article discusses the differences between FL teachers regarding the FL they teach, i.e., differences in student online engagement exist between the FL taught, and differences in virtual classroom activities depend on the FL taught. In addition, school stage predicts FL teachers’ online self-efficacy and the relationship between teachers’ perceptions of TPACK and school size exists.
      Keywords: Educational Technologies; Education; Computer-Assisted Language Learning
      Citation: International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), Volume: 12, Issue: 1 (2022) Pages: 1-19
      PubDate: 2022-01-01T05:00:00Z
      DOI: 10.4018/IJCALLT.291112
      Issue No: Vol. 12, No. 1 (2022)
       
  • University Student Use and Perception of Listening Comprehension
           Strategies

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      Authors: El-Dakhs; Dina Abdel Salam, Masrai, Ahmed, Yahya, Noorchaya
      Pages: 1 - 21
      Abstract: The current study aimed to explore undergraduate students use and perceptions of listening comprehension strategies (LCS) in online EMI lectures, and the extent to which LCS use depends on the students’ general language proficiency and language exposure. A total of 76 English majors completed a language proficiency test, an LCS inventory and a language exposure survey. Additionally, 60 of the participants answered 8 open-ended questions on their perceptions of LCS in online EMI lectures. The results of this mixed-methods approach showed that students used a wide variety of metacognitive, cognitive and socio-affective strategies to comprehend online EMI lectures. The students also seemed aware of the particularly challenging nature of online EMI lectures, and thus took several measures before, during and after class to facilitate comprehension. Additionally, the results showed that the students’ choice of LCS is partially dependent on their English language proficiency and exposure.
      Keywords: Educational Technologies; Education; Computer-Assisted Language Learning
      Citation: International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), Volume: 12, Issue: 1 (2022) Pages: 1-21
      PubDate: 2022-01-01T05:00:00Z
      DOI: 10.4018/IJCALLT.291114
      Issue No: Vol. 12, No. 1 (2022)
       
 
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