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Hsu, Hui-Tzu; Lin, Chih-Cheng – British Journal of Educational Technology, 2022
Few studies have investigated the extension of the technology acceptance model (TAM) of mobile-assisted language learning (MALL) by incorporating psychological influence factors. We aimed to determine the factors affecting the continued adoption of MALL by college-age students of English as a foreign language (EFL). We extended the TAM by adding…
Descriptors: Technological Literacy, College Students, Electronic Learning, Handheld Devices
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Imamyartha, David; Wahjuningsih, Eka; A'yunin, Alifiyah; Santihastuti, Asih; Mitasari; Fauzie, Dinda Laura Trisna Ayu; Andika, Ervin Candra Hari – Teaching English with Technology, 2022
The study aims at portraying EFL learners' interactivity and motivational dynamics when engaged in team-based mobile learning (TBML) through WhatsApp within the environment of English for Academic Purposes. Data were collected through survey on online learning engagement and learning motivation and analyzed using descriptive statistics coupled…
Descriptors: English (Second Language), Second Language Learning, Social Media, English for Academic Purposes
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Miller De Rutté, Alyssia; Lopez, Megan – L2 Journal, 2022
Gamification within courses has offered great opportunities for students to engage further into the course material. Traditionally, gamification is used with one or two elements of a course. This study investigated full course gamification of a Second Language (L2) classroom, which has not been explored heavily within research. The researchers…
Descriptors: Gamification, Second Language Learning, Curriculum Development, Student Attitudes
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Zadorozhna, Iryna; Datskiv, Olha – Advanced Education, 2022
The problem of motivation in foreign language learning has always been of great importance. Researchers agree on the non-static, dynamic nature of motivation, investigate the role of the motivational context, and recognize the fact that some aspects of motivation are not internal but are externally determined by the learner's sociocultural…
Descriptors: Student Motivation, Second Language Learning, Preservice Teachers, Language Teachers
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Agyenim-Boateng, Raymond – Journal of International Students, 2022
Current research on international students has not particularly examined Black African students' experiences in Chinese universities. This study explores the challenges encountered by African international students in China. I used semi-structured interviews of 12 Black African graduate students studying in three different universities in Beijing,…
Descriptors: Blacks, Foreign Students, Educational Experience, Student Attitudes
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Criado, Raquel; Garcés-Manzanera, Aitor; Plonsky, Luke – Studies in Second Language Learning and Teaching, 2022
This study was motivated by Truscott's (1996, 2004) scarcely empirically tested claims that written corrective feedback (WCF) processing hinders fluency in subsequent rewriting owing to learners' purposeful avoidance of making mistakes by composing shorter texts at a higher speed. It examined the writing fluency of the texts produced by eighteen…
Descriptors: Written Language, Error Correction, Feedback (Response), English (Second Language)
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Pingmuang, Pawarit; Koraneekij, Prakob – Electronic Journal of e-Learning, 2022
The purposes of this research were 1) to study the user experience and needs of EFL students and teachers in learning English writing skills; 2) t to design and develop a mobile-assisted language learning (MALL) application, teaching writing procedure, and writing activities; and 3) to implement a MALL application and, teaching writing procedure…
Descriptors: Handheld Devices, Second Language Learning, Gamification, Writing Skills
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Fansa, Mehmet; Ersoy, Ali – International Electronic Journal of Elementary Education, 2022
This research aims to describe primary school children's life and education experiences who escaped from the war environment in Syria and took refuge in Turkey. The study was conducted with an ethnographic research design. The study participants comprised fourth-grade students, teachers, parents, and the close social circle of Syrian nationals who…
Descriptors: Foreign Countries, Elementary School Students, Refugees, Grade 4
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Hsiao, Tsung-Yuan; Tseng, Wen-Ta – SAGE Open, 2022
Researchers have agreed that language anxiety is situation-specific; however, whether existing instruments measure stable or transient components of this anxiety remains controversial. Therefore, this study examined language anxiety's trait stability and state variability. The results from synthesizing 21 test-retest correlations based on existing…
Descriptors: Anxiety, Second Language Learning, Second Language Instruction, Language Research
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Nagle, Charlie L.; Trofimovich, Pavel; O'Brien, Mary Grantham; Kennedy, Sara – Modern Language Journal, 2022
Comprehensibility has emerged as a useful and intuitive means of globally evaluating second language (L2) speakers in many research and instructional contexts. In most cases, L2 speakers' comprehensibility is assessed by external listeners who do not engage in extensive communication with the speakers, even though the degree to which a speaker is…
Descriptors: Evaluators, Intelligibility, Pronunciation, Task Analysis
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Kewalramani, Sarika; Adams, Megan; Cooper, Rebecca – Teachers and Teaching: Theory and Practice, 2022
A novel way to support change and development in a country's education system is to send teachers abroad on a professional learning program, so that they become immersed in a different culture, language and education system. The focus of this study was to investigate the supports and tensions created during a professional learning and leadership…
Descriptors: Foreign Countries, STEM Education, Teachers, Professional Development
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Li, Jie; Zou, Weicheng – Journal of Education for Teaching: International Research and Pedagogy, 2022
In spite of the fact that task-based language teaching (TBLT) has been extensively researched in both experimental and authentic contexts, there is a scarcity of research on TBLT in the area of pre-service teaching. Our current study seeks to help fill this gap via the examination of the attitudes of thirty-nine pre-service teachers -- after an…
Descriptors: Preservice Teachers, Task Analysis, English (Second Language), Second Language Learning
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Greene, Moe; Schad, Michael; Jones, William – Journal of Interactive Learning Research, 2022
Context has been identified as an important component of Technological Pedagogical Content Knowledge (TPACK). This study was conducted to examine the nature of context described in TPACK studies and its implications for research and instructional practices in the English language subject area. The TPACK empirical studies that were published…
Descriptors: Technological Literacy, Pedagogical Content Knowledge, Teaching Methods, English (Second Language)
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Moradimokhles, Hossein; Hwang, Gwo-Jen – Interactive Learning Environments, 2022
The present study investigates the effect of online learning vs. blended learning (BL) in developing English language skills by nursing student. The participants of the study included sixty students of Asadabad Nursing Faculty. They were randomly divided into three groups. The control group received general English instruction through the…
Descriptors: Online Courses, Blended Learning, Instructional Effectiveness, English (Second Language)
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Rosmayanti, Vivit; Noni, Nurdin; Patak, Andi Anto – International Journal of Language Education, 2022
This study aimed at determining how Performance Expectancy, Effort Expectancy, Social Influence, and Facilitating Conditions influenced Behavioral intentions to use technology in learning English Pharmacy. This study employed a sample of 100 pharmacy students who were enrolled in English pharmacy course. The samples were chosen using quota…
Descriptors: Student Attitudes, Technology Uses in Education, English (Second Language), Second Language Learning
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