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Direct linkÇetinkaya, Levent; Sütçü, Selim Soner – Journal of Computer Assisted Learning, 2018
The purpose of this study is to determine the effects of Facebook and WhatsApp on success in English vocabulary instruction and the learners' opinions about the implementation process. In the study, mixed method model, which combines both quantitative and qualitative data, was used. The success of the students in Facebook, WhatsApp, and control…
Descriptors: Social Media, Computer Mediated Communication, Computer Software, Vocabulary Development
Bagley, E. A.; Shaffer, D. W. – Journal of Computer Assisted Learning, 2015
Research has shown that computer games and other virtual environments can support significant learning gains because they allow young people to explore complex concepts in simulated form. However, in complex problem-solving domains, complex thinking is learned not only by taking action, but also with the aid of mentors who provide guidance in the…
Descriptors: Computer Games, Simulated Environment, Thinking Skills, Mentors
Wang, T. H. – Journal of Computer Assisted Learning, 2014
This research develops a Web-based argumentation system named the Web-based Interactive Argumentation System (WIAS). WIAS can provide teachers with the scaffolding for argumentation instruction. Students can propose their statements, collect supporting evidence and share and discuss with peers online. This research adopts a quasi-experimental…
Descriptors: Teaching Methods, Environmental Education, Climate, Elementary School Students
Novakovich, J. – Journal of Computer Assisted Learning, 2016
The introduction of digital literacy practices has created a tension in academia, with many academics challenging the view that critical thinking can be fostered on social networks. A quasi-experimental study was conducted on two sections of university-level writing classrooms to determine if there were meaningful differences in the quality of…
Descriptors: Critical Thinking, Reflection, Student Journals, Electronic Journals
Wood, C.; Jackson, E.; Hart, L.; Plester, B.; Wilde, L. – Journal of Computer Assisted Learning, 2011
This paper reports on an intervention study that considered the impact of text messaging on 9- to 10-year-old children's literacy skills. One hundred and fourteen children who had never owned a mobile phone before were recruited and randomly allocated to either the intervention or control conditions. All children were pre- and post-tested on a…
Descriptors: Evidence, Spelling, Intervention, Phonological Awareness
Lu, M. – Journal of Computer Assisted Learning, 2008
Whereas the penetration of mobile phones in Asian countries keeps climbing, little research has explored the application of the short message service (SMS) in second language learning. This study aims to examine the effectiveness of SMS vocabulary lessons of limited lexical information on the small screens of mobile phones. Thirty high school…
Descriptors: High School Students, English (Second Language), Interviews, Pretests Posttests
