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GENERAL IMPACTS OF INTEGRATING ADVANCED AND MODERN TECHNOLOGIES ON TEACHING ENGLISH AS A FOREIGN LANGUAGE ...
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GENERAL IMPACTS OF INTEGRATING ADVANCED AND MODERN TECHNOLOGIES ON TEACHING ENGLISH AS A FOREIGN LANGUAGE ...
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The german version of the mobile app rating scale (MARS-G): development and validation study ...
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外語學習者對於手機裝置為語言學習工具之實務評估 ; Practical Evaluation of a Mobile Language Learning Tool for EFL Learners
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COMO DESENVOLVER UM APP PARA O ENSINO-APRENDIZAGEM DE FONÉTICA E FONOLOGIA - DRISB 1.0
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In: Revista Virtual Lingu@ Nostr@; v. 7 n. 1 (2020): O ensino de Língua Portuguesa em tempos de mídias digitais; 235 - 258 ; 2317-2320 (2020)
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| 86 |
Model-Driven Software Development:Cross-Platform App Development and Further Applications of Domain-Specific Languages
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Evaluation of mobile applications for learners with dyslexia in English as a foreign language (EFL) ...
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Designing and using gamification elements to improve students’ user experience in a video-based mobile language learning app
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Galle, Thor. - : KTH, Skolan för elektroteknik och datavetenskap (EECS), 2020
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| 91 |
Artificial Intelligence-Empowered Mobilization of Assessments in COVID-19-Like Pandemics: A Case Study for Early Flattening of the Curve
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In: International Journal of Environmental Research and Public Health ; Volume 17 ; Issue 10 (2020)
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| 92 |
The Value of Interactive Polling and Intrinsic Motivation When Using English as a Medium of Instruction
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In: Sustainability ; Volume 12 ; Issue 4 (2020)
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Students’ Perceptions of an EFL Vocabulary Learning Mobile Application
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In: Education Sciences ; Volume 10 ; Issue 2 (2020)
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Analyzing YouTube Videos Shared on Whatsapp in the Early COVID-19 Crisis ...
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Examining Task Transferability in Task-Based Language Teaching: A Multi-Case Study
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In: Applied Linguistics and English as a Second Language Dissertations (2020)
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Abstract:
Although there has been a surge of research on the effectiveness of task-based language teaching (TBLT), little is known about transferability of task performance skills and vocabulary in a different context such as in a public domain (Benson, 2015; Ellis, 2017; Long, 2016). The purpose of the current dissertation was to examine transferability in task performance skills and target vocabulary between pedagogical tasks, real-world tasks and vocabulary learning in different contexts while utilizing two modalities. Learner perceptions of the effects of pedagogical tasks and real-world tasks on language learning are also examined. Four lower level English as a Second Language (ESL) learners participated in two TBLT units of study over four weeks: “Unit 1: Discount Grocery Shopping” and “Unit 2: Choosing a Quality Gift”. There were two pedagogical and one real-world task in each unit of study. Transfer was examined in task performance abilities (such as the use of technology and collaboration) and vocabulary use . Collaboration was operationalized as interaction episodes (three types: learner-learner, learner-instructor, learner-unknown interlocutor) and the number of turns during task performance. Receptive and productive vocabulary frequencies (i.e. in types and tokens) were counted and vocabulary learning was measured on a vocabulary knowledge scale (VKS). In order to examine the role of modalities in task performance, Unit 1 tasks focus on face-to-face interactions, whereas Unit 2 tasks require mobile-assisted text chats. Finally, students’ perceptions of pedagogical tasks, real-world tasks and their role in vocabulary learning were examined using interviews, focus group discussions and learning journals. The findings indicate that transfer was observed when learners transitioned from the classroom to the public domain sites in task performance skills. There were positive gains in vocabulary learning on VKS outcomes and delayed posttests showed retention and/or additional positive gains in VKS outcomes. Emerging themes from qualitative data added insight into learner perspectives, such as the effectiveness of performing ‘tasks’ in public, and other themes. The implications from this study suggest ways that classroom instruction can be linked to social situations, such as stores and many other contexts, for learning opportunities through TBLT.
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Keyword:
Mobile-mediated learner-learner interaction; Public contexts; Target vocabulary; Transferability
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URL: https://scholarworks.gsu.edu/alesl_diss/53
https://scholarworks.gsu.edu/cgi/viewcontent.cgi?article=1054&context=alesl_diss
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| 96 |
Common Sense Reasoning in Autonomous Artificial Intelligent Agents Through Mobile Computing
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| 97 |
Mobile betting: learning business english terminology using mall
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| 98 |
Thumb Culture: The Meaning of Mobile Phones for Society
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In: Kultur- und Medientheorie ; 296 (2020)
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| 99 |
Daumenkultur: Das Mobiltelefon in der Gesellschaft
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In: Kultur- und Medientheorie ; 348 (2020)
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Gender Effects in Mobile Application Development. ; 2020 IEEE International Conference on Human-Machine Systems
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