Teaching English with Technology Research Papers - Academia.edu

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Teaching English with Technology
Teaching English with Technology
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277 papers
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About this topic
Teaching English with Technology refers to the integration of digital tools and resources in the instruction of the English language, enhancing learning experiences through multimedia, online platforms, and interactive applications. This approach aims to improve language acquisition, engagement, and accessibility for diverse learners in various educational settings.
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About this topic
Teaching English with Technology refers to the integration of digital tools and resources in the instruction of the English language, enhancing learning experiences through multimedia, online platforms, and interactive applications. This approach aims to improve language acquisition, engagement, and accessibility for diverse learners in various educational settings.
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Blogs as a Way to Enhance Efl Reading Classes in a Lebanese Tertiary Institution
by
Karen Nada
2026, Teaching english with technology
This study investigated the use of blogs in an inte nsive English program at a university in Lebanon. The paper reports on how blogs can contrib ute to language acquisition and the development of related literacy skills. Blogs were...
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This study investigated the use of blogs in an inte nsive English program at a university in Lebanon. The paper reports on how blogs can contrib ute to language acquisition and the development of related literacy skills. Blogs were incorporated into the required curriculum as supplemental material over two semesters. The aim o f the strategy was to see if the use of blogs would yield any observable benefits for students pa rticularly in the areas of critical thinking and motivation to read and use the target language. Dat a were collected through a research diary and focus group interviews with the students. The findi ngs reveal that the use of blogs can nurture students’ critical thinking and enhance their motiv ation to read and use the target language.
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Planning Future Instructional Programs through Computerized L2 Dynamic Assessment
by
Sam Saeedian
2026, Teaching english with technology
Dynamic Assessment (DA) is a postmodern notion in testing which sees instruction and assessment as inextricably mingled contending that learners will progress if provided with dynamic interactions. The main purpose of the study is to see...
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Dynamic Assessment (DA) is a postmodern notion in testing which sees instruction and assessment as inextricably mingled contending that learners will progress if provided with dynamic interactions. The main purpose of the study is to see if the scores generated by the computerized dynamic assessment (C-DA) which is grounded in Vygotsky’s theoretical framework in congruence with the concept of DA can lead to designing a syllabus which results in the participants’ reading comprehension development. In the present study, a total of 32 Iranian EFL undergraduates from a university in Iran were selected on the availability basis. The study made use of the interventionist approach (the same mediation for all individual learners) to DA due to a two-fold aim: being more economically-supported and owing to its feasibility in focusing on larger cohorts of individuals. Investigating the learners’ generated scoring profiles through CDA revealed that not only did the learners have varying problem...
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A Comparative Study Between Frayer Model And Concept Mapping Strategy to Enhance Students’ Vocabulary Acquisition
by
Monica Sihotang
2026, Acuity: Journal of English Language Pedagogy, Literature and Culture
This study intends to find out what is the initial knowledge of the students before they were treated using Frayer Model and Concept Mapping Strategy, ascertain of the significant difference between these two teaching strategies, and to...
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This study intends to find out what is the initial knowledge of the students before they were treated using Frayer Model and Concept Mapping Strategy, ascertain of the significant difference between these two teaching strategies, and to know the responses of the students after they were taught using Frayer Model and Concept Mapping Strategy are the aims of this research. This is a quantitative study with comparative design to know the students’ vocabulary acquisition test. The research instrument of this study is pre-and-post-test. This study was conducted among eleventh grader students at SMAN 1 Parongpong. The results of this study showed that the initial score for both respondents are quite similar with the score for FM group which is 30.50 and for CMS group which is 33.40. It is also known that there is a significant difference in students’ vocabulary acquisition between students who are taught with Frayer Model and those who are taught with Concept Mapping Strategy showed by th...
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Language Tools: Communicating in Today’s World of Business
by
Suzana Noronha
2026, Teaching english with technology
In a society increasingly mediated by technology, t he medium has created unparalleled opportunities. As a result, it has refocused educat ors’ attention on how technological literacy is both an essential learning outcome in all higher...
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In a society increasingly mediated by technology, t he medium has created unparalleled opportunities. As a result, it has refocused educat ors’ attention on how technological literacy is both an essential learning outcome in all higher education programs, and the intermediary, the means to achieve the digital competences expect ed from employees. In the field of English for Specific Purposes, and at a time when t echnology is perceived to enable quick and effective access to a vast number of sources of information and knowledge, teaching a language confronts teachers and students with diver gent views that converge into what we perceive to be interconnected paths. We critically reflect upon these interconnected paths in order to obtain further insights on how technology, namely Machine Translation and Computer-Aided Translation, is perceived by busines s communicators who are learning English in an ESP environment. Within the premises that translation is an act of intercultural comm...
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The Effect of Digital Video Games on Efl Students’ Language Learning Motivation
by
Mohsen Ebrahimzadeh
2026, Teaching english with technology
The study examined the effect of a commercial digit al video game on high school students’ language learning motivation. Participants were 241 male students randomly assigned to one of the following three treatments: Readers, who int...
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The study examined the effect of a commercial digit al video game on high school students’ language learning motivation. Participants were 241 male students randomly assigned to one of the following three treatments: Readers, who int ensively read the game’s story; Players, who played the digital video game; and Watchers, wh o atched two classmates play the digital video game. A language learning motivation scale was given to the participants as a preand post-test. Also, field notes were taken. R esults indicated a significant language learning motivation increase over time. Only the Wa tchers, however, showed significantly higher motivation than the Readers in the end. Thus , the use of commercial digital video games can help enhance high school students’ langua ge le rning motivation.
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Perceptions and Barriers to Ict Use Among English Teachers in Indonesia
by
Yunisrina Qismullah Yusuf
2026, Teaching english with technology
The purpose of this research is to investigate Engl ish teachers’ perception and challenges of the implementation of ICT in ELT classrooms. This s tudy used mixed methods, qualitative and quantitative in nature. A purposive sampling te...
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The purpose of this research is to investigate Engl ish teachers’ perception and challenges of the implementation of ICT in ELT classrooms. This s tudy used mixed methods, qualitative and quantitative in nature. A purposive sampling te chnique was used to select the study subjects, who are 26 English teachers from 16 publi c senior high schools in Banda Aceh. Questionnaires and interviews were used to collect data. The data were analysed and interpreted through qualitative and quantitative pr ocedures. The results showed that the English teachers found ICT very helpful in teaching . However, the limited time and tools, coupled with a poor Internet connection as well as a lack of knowledge and experience of ICT training were obstacles for the teachers using ICT. The results of this study give meaningful insights for policy makers in relation t o the implementation of ICT for teaching and learning in the classroom.
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The Power of Story: Using Personal Narrative, Computer Technology and Podcasting with Young Adult English Language Learners
by
Susan Pierson
2025, Teaching english with technology
One way to ensure a high quality, personalized literacy program for English language learners is to use the learners’ own lives and experiences as curriculum. Creating spaces for students to compose and share stories results in a strong...
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One way to ensure a high quality, personalized literacy program for English language learners is to use the learners’ own lives and experiences as curriculum. Creating spaces for students to compose and share stories results in a strong sense of community facilitates the development of authentic literacy skills and increases student motivation and achievement. Present day, multimedia, networked computers provide a range of informational communicative and publishing tools that can be used to dissolve classroom walls, bringing the students out and the world inside. Moreover, students who work on projects using computers demonstrate increased cooperation and collaboration. For this project, young adult learners from diverse cultures, studying English as a second or other language at a community college made use of computer technology to compose personal narratives and share them with others. Results indicate that using student stories as texts and sharing those texts via podcasting enh...
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Using a coursework management system in language teaching
by
Abd majid Malik
2025, Teaching English with …
Teaching English with Technology, vol. 3, no. 1, pp. 41-50,
... School of Information Technology and Multimedia Communications, The Open ... School of Language Studies and Linguistics, Universiti...
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Teaching English with Technology, vol. 3, no. 1, pp. 41-50,
... School of Information Technology and Multimedia Communications, The Open ... School of Language Studies and Linguistics, Universiti Kebangsaan Malaysia;
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2Universidade do Minho e Jardim de Infância Rio Côvo-Santa Eulália-Barcelos (PORTUGAL)
by
Paulo Faria
2025
The emergence of technologies has operated profound changes in all sectors of society, at school in particular. The Digital Agenda for Europe (2010), published by the European Commission [1] stresses the need to explain "a roadmap...
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The emergence of technologies has operated profound changes in all sectors of society, at school in particular. The Digital Agenda for Europe (2010), published by the European Commission [1] stresses the need to explain "a roadmap which maximizes the social and economic potential of ICT”, emphasizing the role of the Internet. In Portugal, the Technological Plan for Education is intended to strengthen the digital skills of new generations and to improve the processes of teaching and learning. It can therefore be regarded as a contribution to carry out the Agenda. In this context, we believe that reading and writing take on a new significance through the creation and dissemination of e-books. We are particularly interested in the educational uses of digital storytelling due to the multiple literacy skills that this kind of activities can develop in the classroom. In fact, digital storytelling that require complementary media to represent information (text, image, video, sound, an...
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Enhancing EAP Learners' Vocabulary Acquisition: An Investigation of Individual SMS-Based Reporting Activities
by
Dodi Mulyadi
2025, Teaching english with technology
This study aims to show the effect of individual SMS-based academic vocabulary reporting activities on EAP learners' general academic vocabulary learning and attitudes. An experimental design was employed for this purpose. A total of 60...
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This study aims to show the effect of individual SMS-based academic vocabulary reporting activities on EAP learners' general academic vocabulary learning and attitudes. An experimental design was employed for this purpose. A total of 60 EAP students were randomly assigned to three different cohorts, consisting of 20 students each. The three different cohorts received 120 academic words and reported their meaning and definition in Indonesian (AVRI), in English (AVRE), and in both Indonesian and English (AVRIE). Then, a general academic vocabulary test (GAVT) was administered to assess their academic vocabulary acquisition. The findings indicate that learning English academic vocabulary applying mixed languages revealed higher vocabulary scores gains than the other two groups because the double representations of the meanings strengthen their comprehension and acquisition. Learners also show positive attitudes toward the implementation of SMS-based reporting activities as they can select their vocabulary more freely to suit their learning needs.
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Challenges Faced by Primary School English Teachers in Integrating Media Technology in the Teaching and Learning of English
by
Allen Chainda
2025, Creative Education
The purpose of the article was to investigate challenges faced by primary English teachers in integrating media technology in the teaching and learning in the Zambezi Region of the Republic of Namibia. This article's aim is to explore the...
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The purpose of the article was to investigate challenges faced by primary English teachers in integrating media technology in the teaching and learning in the Zambezi Region of the Republic of Namibia. This article's aim is to explore the primary school English teachers' perceptions of the challenges preventing teachers from using information technology in the teaching and learning of English. The following research questions were used to guide the research, what challenges do teachers experience in integrating media technology in the teaching and learning of English in their classrooms? What strategies can be used by English teachers to overcome the challenges of integrating media technology in the teaching and learning of English in their classrooms? Four teachers from grade four to grade seven in respective schools participated in the study. Two lessons were observed and notes were taken, the semi-structured interviews with the teachers were conducted. For data analysis, all field notes were first reviewed, and memos and comments on these notes were written. Secondly, responses from the participants were grouped into themes, and units of texts were sorted according to codes and labels. The findings of the article revealed that teachers in the different schools that were studied in Katima Circuit of the Zambezi Regional Directorate of Education in Namibia faced common challenges. Most of the challenges were caused by lack of ICT resources in schools and lack of appropriate skills and training in the field of technology. The research recommends that policy makers should pay attention to education standards and carry out adequate training to ensure that teachers are fully aware of what is expected from them.
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D4.4 Section B. Multilingualism and global competence in Ecec & primary school settings. Report on the ISOTIS Virtual Learning Environment development and implementation in four countries to innovate inclusive and effective curricula and pedagogies
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Caterina Falcone
2025
SECTION A presents the cross-cutting frameworks and key-content transversal to the three intervention-study tasks (Task 3.4, 4.4, 5.4) related to the development, exploratory implementation and evaluation of the prototype of a Virtual...
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SECTION A presents the cross-cutting frameworks and key-content transversal to the three intervention-study tasks (Task 3.4, 4.4, 5.4) related to the development, exploratory implementation and evaluation of the prototype of a Virtual Learning (and communication) Environment (here and on the VLE) in family, community and school settings SECTION B presents the theoretical framework and the guiding principles specific of Task 4.4, the country report on the interventions carried out in the four countries involved (GR, CZ, IT, PT), the Pilot study conducted in the NL, final conclusions on the results and main recommendations for practice and policy.
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The Effect of Teacher-led vs. Student-directed Inquiry-based Learning on Argumentative Writing Enhancement
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International Journal of Research in English Education
2025, International Journal of Research in English Education
Though an entrenched and well-established domain of investigation, inquiry-based learning seems to have remained a partly under-researched concept in pedagogy and language learning. Informed by this dearth of research on the issue, the...
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Though an entrenched and well-established domain of investigation, inquiry-based learning seems to have remained a partly under-researched concept in pedagogy and language learning. Informed by this dearth of research on the issue, the researchers in the current study probed into the effectiveness of inquiry-based approach for bettering intermediate EFL learners’ argumentative writing. Utilizing a quasi-experimental design, the current researchers selected three intact classes comprised of 45 institute learners aged between 18 and 20 and assigned them to two experimental groups and a control group. To conduct the study, a homogeneity test, and pretest and posttest of argumentative writing (each containing a 250-word essay adopted from IELTS Task 2) were administered to all he participants. Two kinds of Inquiry-based approach, teacher-led vs. student-directed, were carried out with the two experimental groups. Data analysis through one way ANOVA and Tukey test pointed to a significant difference among the three groups on the posttest. In addition, it was found that both teacher-led and guided modes of inquiry-based learning were equally helpful for boosting learners’ writing ability. The implications of the results are discussed in detail throughout the paper.
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An Innovative Technologies-based Program to Develop EFL Student Teachers' Electronic Teaching Skills and their Motivation towards Teaching A thesis submitted for an M.A Degree in Education Curriculum and Instruction (TEFL
by
Aly Qoura
2025, journal of Mansuora faculty of education
The current research aimed to study the impact of using an innovative technologies-based program to develop EFL student teachers' electronic teaching skills and their motivation towards teaching. The research adopted a quasi-experimental...
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The current research aimed to study the impact of using an innovative technologies-based program to develop EFL student teachers' electronic teaching skills and their motivation towards teaching. The research adopted a quasi-experimental design using a pre-post test framework. The study sample consisted of sixty 4 th year student teachers from The Faculty of Education, Mansoura University, Dakahlia Governorate, Egypt. The participants were divided into two groups: an experimental group (n=30) and a control group (n=30). The research instruments included four tools: a pre and post EFL e-teaching skills checklist to measure the level of the student teachers' e-teaching skills before and after the treatment, a motivation towards teaching EFL scale to assess the student teachers' motivation towards e-teaching, a digital literacy questionnaire for assessing the student teachers' basic knowledge of how to use the computer and its basic applications , and an EFL e-teaching skills observation checklist to assess the perceived and actual performance of the student teachers. After applying the
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Integrating Gamification into Middle School Mathematics Curriculum: Game-Based Learning Approach in Namibia
by
asa asa
2025, International Journal of Operations Management
The urge to integrate gamification into the traditional curriculum as a new educational technology tool has garnered widespread popularity throughout the years. In that light, unknown is the degree to which Namibia can adopt game-based...
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The urge to integrate gamification into the traditional curriculum as a new educational technology tool has garnered widespread popularity throughout the years. In that light, unknown is the degree to which Namibia can adopt game-based learning in its educational system, precisely the middle schools. Consequently, the purpose of this study was to ascertain the perceptions of learners and teachers toward the effective integration of gamification into the mathematics curriculum for middle school learners in Windhoek, Namibia. Grounded in the pragmatism philosophy, the study adopted a mixed research method in which quantitative data were obtained from 876 learners in middle school grades while qualitative data were acquired from 29 mathematics teachers using questionnaires with close-ended and open-ended questions, respectively. To dive into the phenomenon, the study analyzed quantitative data using structural equation modeling in the LISREL program, while qualitative data were analyze...
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Diagnosing L2 Receptive Vocabulary Development Using Dynamic Assessment: A Microgenetic Study
by
Mehri Izadi
2025, Journal of Teaching Language Skills
The present study is an attempt to shed light on the effect of Dynamic Assessment (DA) on diagnosing and developing the receptive vocabulary abilities of upper-intermediate learners learning English as a foreign language. Fifty L2 leaners...
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The present study is an attempt to shed light on the effect of Dynamic Assessment (DA) on diagnosing and developing the receptive vocabulary abilities of upper-intermediate learners learning English as a foreign language. Fifty L2 leaners participated in the First Certificate in English test and completed Vocabulary Knowledge Scale. Out of 50 students, ten learners who were identified as being homogenous and were not familiar with the new vocabularies volunteered to participate in individualized tutoring sessions. Reading texts were used to make learners familiar with the target words and cloze passages were administered to assess learners’ receptive vocabulary. Mediation was provided using the interactionist approach to DA and learners’ responsiveness to mediation were studied in a microgenetic approach. The qualitative data were then coded in terms of task completion along with errors and struggles and transformed into quantitative data for analysis. The actual, mediated and trans...
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Diagnosing L2 Receptive Vocabulary Development Using Dynamic Assessment: A Microgenetic Study
by
Mehri Izadi
2025, Journal of Teaching Language Skills
The present study is an attempt to shed light on the effect of Dynamic Assessment (DA) on diagnosing and developing the receptive vocabulary abilities of upper-intermediate learners learning English as a foreign language. Fifty L2 leaners...
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The present study is an attempt to shed light on the effect of Dynamic Assessment (DA) on diagnosing and developing the receptive vocabulary abilities of upper-intermediate learners learning English as a foreign language. Fifty L2 leaners participated in the First Certificate in English test and completed Vocabulary Knowledge Scale. Out of 50 students, ten learners who were identified as being homogenous and were not familiar with the new vocabularies volunteered to participate in individualized tutoring sessions. Reading texts were used to make learners familiar with the target words and cloze passages were administered to assess learners' receptive vocabulary. Mediation was provided using the interactionist approach to DA and learners' responsiveness to mediation were studied in a microgenetic approach. The qualitative data were then coded in terms of task completion along with errors and struggles and transformed into quantitative data for analysis. The actual, mediated and transfer scores were reported to analyze learners' Zone of Actual Development (ZAD), and the degree of the internalization of mediation. Findings of the study revealed that to have a complete picture of learners' abilities, actual scores are not self-sufficient. Mediated scores are vital to diagnose learners' areas of difficulties and to promote learners' receptive vocabulary knowledge. The information from transfer scores also uncovers evidence of learning and data from Learning Potential Score (LPS) predict how learners probably respond to future instruction. Findings of the study indicate that DA is promising in presenting a fine-grained diagnosis of learners' receptive vocabulary development while also suggesting information related to future teaching and learning.
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A Comparison of the Effect of Textual, Audio and Textual-Pictorial and Audio-Pictorial Annotations on Enhancing Reading Comprehension among Iranian EFL Learners
by
Alireza Karbalaei
2025, Teaching english with technology
This study aimed to investigate the interaction between L2 readers and the reading text equipped with four different annotations or glosses including text-only, audio-only, text-picture and audio-picture annotations. The participants in...
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This study aimed to investigate the interaction between L2 readers and the reading text equipped with four different annotations or glosses including text-only, audio-only, text-picture and audio-picture annotations. The participants in the study were selected from four intact classes consisting of 100 students studying English at intermediate level in Kish Institute of Science & technology (olom va fonon), in Iran. After they were given a reading comprehension text, the four experimental groups were given the same reading comprehension texts with different annotations. Then, they were asked to take the same reading test as posttest. The results of the study demonstrated that text-only and audio-only were more effective than other kinds of annotation. The results suggested that providing the new words whether in audio or text annotation during reading comprehension can help students to comprehend reading in an effective way. Educational implications suggest that provision of different kinds of glosses is beneficial for L2 students although they need some scaffolding for utilizing glosses in a beneficial way.
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A Comparison of the Effect of Textual, Audio and Textual-Pictorial and Audio-Pictorial Annotations on Enhancing Reading Comprehension among Iranian EFL Learners
by
Alireza Karbalaei
2025, Teaching english with technology
This study aimed to investigate the interaction bet we n L2 readers and the reading text equipped with four different annotations or glosses including text-only, audio-only, text-picture and audio-picture annotations. The participants in...
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This study aimed to investigate the interaction bet we n L2 readers and the reading text equipped with four different annotations or glosses including text-only, audio-only, text-picture and audio-picture annotations. The participants in the study were selected from four intact classes consisting of 100 students studying English at intermediate level in Kish Institute of Science & technology ( olom va fonon), in Iran. After they were given a reading compreh ension text, the four experimental groups were given the s ame reading comprehension texts with different annotations. Then, they were asked to tak e he same reading test as posttest. The results of the study demonstrated that text-on ly and audio-only were more effective than other kinds of annotation. The resul ts suggested that providing the new words whether in audio or text annotation during reading comprehension can help students to comprehend reading in an effective way. Educational implications suggest that provision of d...
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Digital Storytelling in Interpreter Training
by
Sandra Ribeiro
2025, pixel-online.net
Our study demonstrate that DS is capable of integrating different literacies and language skills, as it combines multimedia researching, production and presentation skills with more traditional activities like writing and oral production...
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Our study demonstrate that DS is capable of integrating different literacies and language skills, as it combines multimedia researching, production and presentation skills with more traditional activities like writing and oral production skills, thus ideal to integrate interpreter training ...
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The Impact of Immersive Strategy with English Video Clips on Efl Students’ Speaking Performance: An Empirical Study at Senior High School
by
Ibnu Hajar
2025
This study aimed at investigating the effects of an immersive strategy using English video clips on students’ speaking performance. A quasi-experimental design was employed in this study. The study comprised 45 students; 23 in the...
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This study aimed at investigating the effects of an immersive strategy using English video clips on students’ speaking performance. A quasi-experimental design was employed in this study. The study comprised 45 students; 23 in the experimental group (EG) class using English video clips and 22 in the alternative group (AG) class using English audio CD’s. All teaching materials used in this study were selected from YouTube. A pre-test and a post-test were implemented in each of the groups. Data were analyzed statistically using SPSS to obtain the mean, standard deviation, and undertake t-tests. The results showed that the students participating in the immersive strategy through English video clips group outperformed the students subjected to the immersive strategy through English audio. The findings have pedagogical impacts for EFL teachers, teacher trainees, practitioners and policy makers to employ English video clips to improve students’ speaking performance.
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Screenshots and Copyright
by
danuta nowak
2025, Teaching english with technology
The present article attempts to show how important and easy it is to use authentic material in the classroom. However, the teacher who copies news reports from the Internet may infringe the copyright law. The article offers a comparative...
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The present article attempts to show how important and easy it is to use authentic material in the classroom. However, the teacher who copies news reports from the Internet may infringe the copyright law. The article offers a comparative analysis of copyright laws in Common Law countries and the EU countries in relation to fair use. The article tries to determine whether teachers may copy, what teachers may copy, what to do with authentic materials as screenshots and how to adapt them to TELC, KET and PET examination tasks. The Author suggests some reading comprehension and grammar development activities designed using Paint and screenshots.
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Lesson Plan: An Interactive Digital Notepad to Upgrade Foreign Language Teacher Education during Practicum
by
María Amor Barros-del Río
2025, Teaching english with technology
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AI-Driven Vocabulary Development in ESL Context: Advancing Autonomous Learning Through Technology
by
javeria siraj
2025
For ESL learners, the vocabulary learning process becomes a laboriously daunting one due to insufficient social and educational input. According to Schneider et al. (2002), the process of second language learning, specifically the...
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For ESL learners, the vocabulary learning process becomes a laboriously daunting one due to insufficient social and educational input. According to Schneider et al. (2002), the process of second language learning, specifically the vocabulary of the target language, requires the "ability to produce, differentiate, connect, and be bidirectional" (p. 419). In this situation, technology seems to be the ultimate savior. Technology is changing the pedagogical possibilities at a phenomenal rate, and the effects of this change have reached beyond the classrooms. With the advent of Artificial intelligence i.e. AI, technology has become more powerful, accessible, portable and adaptable providing learners with tools to make their learning personalized and accelerated. A shift has also occurred in the pedagogical perspectives and practices as well, bringing learners to the forefront instead of teachers. In such a scenario, TALL (Technology Assisted Language Learning) is expected to play a significant role in the teaching and learning of a second or a foreign language. Keeping in perspective, Beatty's (2010) assertion about finding ways to create "a better fit between good pedagogy and technology" (p. 206), this paper explores the potential of technology-assisted, autonomous, and self-regulated learning approaches and practices for lexical enrichment in ESL contexts. It investigates how AI-driven tools and applications can bridge the gap between theoretical, pedagogical frameworks and practical implementation, enhancing vocabulary acquisition and learner autonomy beyond the traditional classroom environment.
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Students' Perceptions of the Incorporation of Flipped Learning into L2 Grammar Lessons
by
Ahmad Ameri-Golestan
2025, Teaching english with technology
The present study examined EFL learners' perceptions of using flipped learning procedure in a grammar class. The participants recruited were 60 Iranian intermediate male EFL learners, randomly assigned to an experimental and a control...
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The present study examined EFL learners' perceptions of using flipped learning procedure in a grammar class. The participants recruited were 60 Iranian intermediate male EFL learners, randomly assigned to an experimental and a control group. The learners in the control group, having no preparation prior to class, were given direct instruction by using whiteboard with no or little use of interactivities in their grammar lessons. The instruction in the experimental group, however, featured flipped learning through WhatsApp and was augmented through inclass face-to-face discussion. Online teaching as the pre-class preparatory activity grounded the learners in the formal instruction of new grammatical concepts. The in-class time was then used by the teacher to induce learner-centered, meaningful interaction intended to render better comprehension and retention of the target grammar. The data collection instruments were College and Universities Classroom Environment Inventory (CUCEI) and a semi-structured interview. The results revealed that the participants receiving flipped learning instruction found it satisfactory, engaging, and effective. The findings add further evidence to the existing literature on flipped learning and have implications for curriculum development and pedagogy enhancement.
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SOCIOLINGUISTIC ASPECTS OF THE FOREIGN STUDENTS' MOTIVATION TO LEARN LANGUAGES (SOCIOLINGUISTICS OF MODERN ENGLISH
by
Tanya A . Koknova
2025, Sociolinguistic Aspects of the Foreign Students’ motivation to Learn Languages (Sociolinguistics of Modern English)
Modern linguistic science addresses several topical and applied scientific problems related to the study of the underlying nature of language sociolinguistic parameters. This paper examines the influence of social and verbal aspects on...
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Modern linguistic science addresses several topical and applied scientific problems related to the study of the underlying nature of language sociolinguistic parameters. This paper examines the influence of social and verbal aspects on foreign students' motivation to learn languages. This article aims at establishing the components of foreign students' motivation to learn languages, the transformation of these changes according to the language proficiency level, and, also, to determine the main variables of sociolinguistic correlates. The methodology is based on a comprehensive approach. The methodology implementation tool consists of several methods: experimental method, sociolinguistic method, statistical and empirical methods, comparative-historical analysis method. The hypothesis lies in the fact that the involvement of sociolinguistic components in the language learning process by foreign students allows to determine and increase the overall motivation of students, forming a positive attitude to the acquisition of foreign languages. The result is to identify the level, components, and causes of students' motivation in terms of the sociolinguistic component involved in the learning process. In future research, it is necessary to further develop the theory and practice of sociolinguistic methods (adapted for educational and diagnostic purposes) and to determine the level of foreign students' motivation for learning.
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Touch and gesture-based language learning. Some possible avenues for research and classroom practice
by
Hayo Reinders
2025, Teaching english with technology
Our interaction with digital resources is becoming increasingly based on touch, gestures, and now also eye movement. Many everyday consumer electronics products already include touch-based interfaces, from e-book readers to tablets, and...
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Our interaction with digital resources is becoming increasingly based on touch, gestures, and now also eye movement. Many everyday consumer electronics products already include touch-based interfaces, from e-book readers to tablets, and from the last personal computers to the GPS system in your car. What implications do these new forms of interaction offer for language learning and teaching? In this short article, I will first consider some of the most recent technological developments for their pedagogic potential, and in particular for their support for embodied and extended cognition. Next, I will offer some suggestions for researching their impact on learning and teaching, as well as ways in which teachers and materials developers can capitalise on these advances in technology to support more interactive and dynamic forms of learning.
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Individual or Collaborative "WhatsApp" Learning? A Flipped Classroom Model of EFL Writing Instruction
by
Slamet Asari
2025, Teaching english with technology
Flipped classroom innovation has attracted the attention of English Language Teaching (ELT) researchers to examine its effectiveness. This inquiry, therefore, elaborates on the effect of flipping (i.e. reversing) individual and...
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Flipped classroom innovation has attracted the attention of English Language Teaching (ELT) researchers to examine its effectiveness. This inquiry, therefore, elaborates on the effect of flipping (i.e. reversing) individual and collaborative instruction using a WhatsApp application on the cohesive ability of English as a Foreign Language (EFL) learners as one of the essential elements of writing skills. A quasi-experimental study with a non-equivalent control group and a pre-test/post-test design was implemented to find any significant difference between the two combinations. The first group (N=25) was treated using 5 to 10 minutes of cohesion-based video materials and tasks from the WhatsApp group activities of the group members. Meanwhile, the second group (N=25) was treated similarly using individual WhatsApp activities. The findings reveal that the mean score from the collaborative group at 66.17 is higher than the mean score of individual ones at 50.19 with a level of significa...
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Individual or Collaborative "WhatsApp" Learning? A Flipped Classroom Model of EFL Writing Instruction
by
Slamet Asari
2025, Teaching english with technology
Flipped classroom innovation has attracted the attention of English Language Teaching (ELT) researchers to examine its effectiveness. This inquiry, therefore, elaborates on the effect of flipping (i.e. reversing) individual and...
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Flipped classroom innovation has attracted the attention of English Language Teaching (ELT) researchers to examine its effectiveness. This inquiry, therefore, elaborates on the effect of flipping (i.e. reversing) individual and collaborative instruction using a WhatsApp application on the cohesive ability of English as a Foreign Language (EFL) learners as one of the essential elements of writing skills. A quasi-experimental study with a non-equivalent control group and a pre-test/post-test design was implemented to find any significant difference between the two combinations. The first group (N=25) was treated using 5 to 10 minutes of cohesion-based video materials and tasks from the WhatsApp group activities of the group members. Meanwhile, the second group (N=25) was treated similarly using individual WhatsApp activities. The findings reveal that the mean score from the collaborative group at 66.17 is higher than the mean score of individual ones at 50.19 with a level of significance <0.05. This means that teaching the topic of cohesion in writing using a flipped approach instruction model through the WhatsApp group turns out to be more effective than the individual one. The results suggest that teaching cohesion using a flipped approach through collaborative WhatsApp learning activities may serve as one of the suitable alternatives to improve EFL learners' cohesion in writing.
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Authentic Use of Technology to Improve EFL Communication and Motivation through International Language Exchange Video Chat
by
Tanya Chroman
2025, Teaching english with technology
University EFL students in Ecuador do not have many opportunities to authentically practice English outside of the classroom. This lack of dail y connections decreases students’ ability to effectively communicate and improve in language...
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University EFL students in Ecuador do not have many opportunities to authentically practice English outside of the classroom. This lack of dail y connections decreases students’ ability to effectively communicate and improve in language lea rning. Therefore, an international language exchange program was created with 17 stude nts through video chat platforms. The objective of the research was to give students an o pportunity to practice English to increase intrinsic motivation and oral communication. This s tudy followed a mixed method approach using questionnaires, informal interviews and obser vations over a five-week period. The program showed increased confidence in speaking, st uden s seemed to be more intrinsically motivated to improve and an increase in fluency was seen in overall communication skills.
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The Impact of Immersive Strategy with English Video Clips on Efl Students’ Speaking Performance: An Empirical Study at Senior High School
by
Teuku Zulfikar
2024
This study aimed at investigating the effects of an immersive strategy using English video clips on students’ speaking performance. A quasi-experimental design was employed in this study. The study comprised 45 students; 23 in the...
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This study aimed at investigating the effects of an immersive strategy using English video clips on students’ speaking performance. A quasi-experimental design was employed in this study. The study comprised 45 students; 23 in the experimental group (EG) class using English video clips and 22 in the alternative group (AG) class using English audio CD’s. All teaching materials used in this study were selected from YouTube. A pre-test and a post-test were implemented in each of the groups. Data were analyzed statistically using SPSS to obtain the mean, standard deviation, and undertake t-tests. The results showed that the students participating in the immersive strategy through English video clips group outperformed the students subjected to the immersive strategy through English audio. The findings have pedagogical impacts for EFL teachers, teacher trainees, practitioners and policy makers to employ English video clips to improve students’ speaking performance.
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English Language Learning on the (Hyper)Way: A Guided Tour of EFL Websites
by
Cristina Pennarola
2024, Teaching english with technology
The present paper aims to provide some insights into the learning pathway shaped by English language learning websites and to suggest possible implementations for language teachers. The analysis, conducted on a selection of free access...
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The present paper aims to provide some insights into the learning pathway shaped by English language learning websites and to suggest possible implementations for language teachers. The analysis, conducted on a selection of free access EFL websites, will ascertain to what extent the English language practice provided by the websites mirrors or deviates from online classes procedures as well as from self-access materials such as books and CD-ROMs.
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Using Duolingo to Learn French: Does it Work?
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Fatemeh Bakhtiari
2024, Technology Assisted Language Education
Recently, mobile device usage in daily life has rapidly increased, and it has had a crucial impact on all aspects of human life, precisely the educational aspect. Therefore, this study investigated the role of mobile applications in...
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Recently, mobile device usage in daily life has rapidly increased, and it has had a crucial impact on all aspects of human life, precisely the educational aspect. Therefore, this study investigated the role of mobile applications in language learning compared to teacher's instruction in the case of French vocabulary and grammar learning. To this end, Duolingo, a free language learning application, was chosen, and 30 students participated in the study who were English students. The participants' approximate homogeneity in the English language and their exposure to French were the rationale for selecting them. They had never been exposed to the French language before and had no prior knowledge. Then, they were randomly assigned into two groups: the control group, in which students were taught French through teachers' instruction, and the experimental group, who used Duolingo as a learning tool to get instruction. Participants in both groups received treatment for 15 hours, one hour and a half for each session, and at the end, all the participants took a test to indicate the amount of progress they had made in each treatment group. The results indicated that the applicationusers group outperformed the traditionally taught group. The experimental group also performed better on vocabulary test items. However, the traditional group performed better in the grammar part of the test. In line with the research goals in the last section of the study, all the participants were interviewed to determine their viewpoints toward employing mobile applications as a learning tool, showing a positive attitude. The findings demonstrated that most learners had mobile learning. The results of this study may be helpful for learners, instructors, and computer programmers.
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Using Simulation in Developing the Learning of English as a Foreign Language
by
Sura Dhiaa
2024, EXCELLENCIA INTERNATIONAL MULTI-DISCIPLINARY JOURNAL OF EDUCATION
Language knowledge requires not only an understanding of its grammar and vocabulary but also the ability to communicate appropriately in an effective communicative setting. One of the activities used to allow students to practice...
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Language knowledge requires not only an understanding of its grammar and vocabulary but also the ability to communicate appropriately in an effective communicative setting. One of the activities used to allow students to practice communication skills and gain fluency inside the classroom is simulation. Simulation provides a way of creating a communicative setting in which the student actively becomes a part of the real-world system. In the 2021-2022 academic year, teachers in the academic context were able to add some activities inside the classroom that were difficult to add in online lessons that were conducted for two years. In this study, simulation is used to improve learners" communicative abilities, including presenting facts in a grammatically accurate way to match the language used in the circumstance to create a situation that participants consider reliable. To conduct this study, the researchers used a
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A Comparative Study of Learner Autonomy in Terms of Gender and Learning Contexts
by
Kübra Kıraç Demiray
2024
This paper aims at investigating learner autonomy of students at university level in terms of learning environment and gender. The participants were 100 university students, 43 of whom were male and 57 were female. An equal number of...
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This paper aims at investigating learner autonomy of students at university level in terms of learning environment and gender. The participants were 100 university students, 43 of whom were male and 57 were female. An equal number of traditional (n=50) and distance education students (n=50) participated the study. In the study, Likert type Learner Autonomy Questionnaire (LAQ) developed by Egel (2003) was used to evaluate the learner autonomy in different dimensions. SPSS 20 was used to analyze the data. The results showed that there was a significant correlation between learner autonomy and education type of the students. Students getting conventional education were of the opinion that they were more autonomous.  Results also indicated that some dimensions regarding learner autonomy such as readiness for self-direction and importance of class teacher changed according to gender type and there was a positive correlation between all the dimensions in questionnaire and learner autonomy.
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Mobile betting: learning business english terminology using mall
by
Ana Balula
2024, Teaching english with technology
In the last decades, the focus of ESP teaching has been shifting from the grammatical analysis of technical texts to discourse analysis, and, more recently, to learner-centred approaches. This change is quite challenging and demanding for...
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In the last decades, the focus of ESP teaching has been shifting from the grammatical analysis of technical texts to discourse analysis, and, more recently, to learner-centred approaches. This change is quite challenging and demanding for ESP teachers, in particular regarding the choice of effective teaching and learning methodologies and, consequently, the design of meaningful activities. Furthermore, it is also relevant to rethink educational processes to meet the students' needs, in particular given the unceasing digital transformation and its societal impact. In this scenario, the ubiquity of mobile-assisted language learning (MALL) was integrated in the design of a teaching and learning strategy, by using an Electronic Classroom Response System (CRS) within a game-based activity to learn Business English Terminology (BET). The activity was first tested in academic year 2014/15, with students enrolled in a Management undergraduate degree at ESTGA-University of Aveiro. Given the results of a preliminary study, the authors decided to undertake an empirical diachronic research (3 academic years), aiming at verifying if the gamebased MALL strategy using a CRS promoted the students' learning success in what concerns i) the identification and use of business English (BE) acronyms and other abbreviations, and ii) the accurate integration of BET in written text. The teaching materials were validated by two former Management students and two specialists (one in ESP and another in English Didactics). A total of 67 students participated in this study and the results of the statistical data analysis-using Pearson's correlation coefficient and the Friedman test-confirm that the strategy supports the study of BE acronyms and other abbreviations, but their accurate integration in written text needs further study.
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Selecting an E-(Text)Book: Evaluation Criteria
by
Mariusz Marczak
2024, Teaching english with technology
This paper aims to propose a repository of pre-use evaluation criteria for language teachers who wish to introduce e-books or e-textbooks to their own teaching practices. By selectively using a set of such criteria, they will be able to...
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This paper aims to propose a repository of pre-use evaluation criteria for language teachers who wish to introduce e-books or e-textbooks to their own teaching practices. By selectively using a set of such criteria, they will be able to evaluate to what extent a given e-book/e-textbook lends itself to utilisation within their own teaching context. The paper briefly reviews the potential advantages of technology-enhanced language teaching. Then, it presents a range of manners in which e-books have been defined, outlines their most essential features, and demonstrates exemplary classifications of e-book types. The evaluation criteria proposed are informed by an analysis of three independent studies into the guidelines for e-book and e-textbook design, as well as the types and features of e-books presented within the paper. The outcome is a list of evaluation criteria pertaining to three aspects of an e-book: (i) layout and design; (ii) content and functionalities; and (iii) the reading device, file format and distribution.
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Decision-making Tasks in Computer-mediated Communication (CMC)
by
Hanaa Khamis
2024, Teaching english with technology
This article reviews the use of decision-making tasks to trigger interaction in CMC. It argues that these tasks promote communicative competence across different CMC modes. It finally reiterates the necessity to include more task-based...
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This article reviews the use of decision-making tasks to trigger interaction in CMC. It argues that these tasks promote communicative competence across different CMC modes. It finally reiterates the necessity to include more task-based learning and network-based language learning (NBLT) activities in contexts of English as a foreign/second language (EFL/ESL).
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Decision-making Tasks in Computer-mediated Communication (CMC)
by
Hanaa Khamis
2024
This article reviews the use of decision-making tasks to trigger interaction in CMC. It argues that these tasks promote communicative competence across different CMC modes. It finally reiterates the necessity to include more task-based...
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This article reviews the use of decision-making tasks to trigger interaction in CMC. It argues that these tasks promote communicative competence across different CMC modes. It finally reiterates the necessity to include more task-based learning and network-based language learning (NBLT) activities in contexts of English as a foreign/second language (EFL/ESL).
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The Impact of Using Think Pair Share Technique on the Students’ Speaking Skill
by
Cut Misria
2024, English Education Journal
This study aims to find out whether the use of Think Pair Share technique can improve students’ speaking skill. This research was conducted at the second grade students of SMA Negeri 1 Simpang Ulim, Aceh Timur, Indonesia. The method of...
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This study aims to find out whether the use of Think Pair Share technique can improve students’ speaking skill. This research was conducted at the second grade students of SMA Negeri 1 Simpang Ulim, Aceh Timur, Indonesia. The method of this study was quantitative research (experimental study) with one group pre-test and post test design. The sample of this research was one class at XI MIPA 1 which consists of 20 students. The researcher used an oral test about giving opinion (analytical exposition text) as an instrument in collecting the data. In analyzing the data, the researcher used statistical formula. The calculation result showed that the mean score of students pre-test was 33.75 and the mean score of post-test was 55. Furthermore, the t-score was 8.23 and t-table was 2.093. Thus, the t-score was higher than t-table. It means that the alternative hypothesis (Ha) was accepted and null hypothesis (Ho) was rejected. In this case, applying Think Pair Share technique in learning En...
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Exploring "DIALANG'S" Diagnostic Feedback in Online L2 Dynamic Assessment
by
Saman Ebadi
2024, Teaching english with technology
Dynamic assessment (DA) as an alternative to psychometric-based testing focuses on the collaborative dialogue between the learners and the mediator to move the learners from their current capabilities. This study represents a web-based...
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Dynamic assessment (DA) as an alternative to psychometric-based testing focuses on the collaborative dialogue between the learners and the mediator to move the learners from their current capabilities. This study represents a web-based qualitative inquiry in online DA which aims at addressing the inadequacy of the diagnostic feedback of the web-based DIALANG test in reflecting learners' potentials for future development. Applying microgenetic analysis as the general framework for data analysis, this study intended to uncover two university students' zone of proximal development (ZPD) of English grammar structures through mediation in a synchronous computer mediated communication (SCMC) context. The findings of this study revealed the shortcomings of DIALANG test results and diagnostic feedback, which are not attuned to the learners' ZPD, and the effectiveness of online DA mediation, which can highlight the learners' microgenetic developmental trajectory to obtain a richer and more accurate understanding of the learners' potential level of future development.
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Investigating Efl Learners’ Perspectives on Vocabulary Learning Experiences Through Smartphone Applications
by
Saman Ebadi
2024, Teaching english with technology
This study investigated EFL learners' perspectives about their vocabulary learning experiences via a smartphone application. An online demographic questionnaire was used for recruiting 50 EFL learners from a language teaching channel in...
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This study investigated EFL learners' perspectives about their vocabulary learning experiences via a smartphone application. An online demographic questionnaire was used for recruiting 50 EFL learners from a language teaching channel in Telegram messenger required to use a smartphone application called Vocabulary Flashcards 2016 for a month. After finishing the sampling procedure, the participants were asked to take part in Dialang online diagnostic test to specify their vocabulary level proficiency based on CEFR (Common European Framework of Reference). The quantitative and qualitative data were collected utilizing evaluation questionnaires and semi-structured interviews respectively. The evaluation questionnaire adapted from Chapelle's (2001) evaluation criterion was used to evaluate the application from the users' perspectives. This study investigated the effects of learners' proficiency level and gender differences on using the application, and their perspectives on the negative and positive aspects of the application were also uncovered. The findings showed that the users held positive attitudes towards the application because it influenced their learning positively and provided them with both form and meaning-focused instruction, but they were dissatisfied with the app's levels and authenticity. Results of independent t-test and ANOVA respectively showed that gender and vocabulary proficiency level did not make significant difference on participants' app usage patterns. The findings of this study highlighted the users' localized needs which could be used as guidelines for customized vocabulary apps' development purposes. The study's implications for learners, teachers, and app developers are discussed in detail.
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Investigating Efl Learners’ Perspectives on Vocabulary Learning Experiences Through Smartphone Applications
by
Saman Ebadi
2024, Teaching english with technology
This study investigated EFL learners' perspectives about their vocabulary learning experiences via a smartphone application. An online demographic questionnaire was used for recruiting 50 EFL learners from a language teaching channel in...
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This study investigated EFL learners' perspectives about their vocabulary learning experiences via a smartphone application. An online demographic questionnaire was used for recruiting 50 EFL learners from a language teaching channel in Telegram messenger required to use a smartphone application called Vocabulary Flashcards 2016 for a month. After finishing the sampling procedure, the participants were asked to take part in Dialang online diagnostic test to specify their vocabulary level proficiency based on CEFR (Common European Framework of Reference). The quantitative and qualitative data were collected utilizing evaluation questionnaires and semi-structured interviews respectively. The evaluation questionnaire adapted from Chapelle's (2001) evaluation criterion was used to evaluate the application from the users' perspectives. This study investigated the effects of learners' proficiency level and gender differences on using the application, and their perspectives on the negative and positive aspects of the application were also uncovered. The findings showed that the users held positive attitudes towards the application because it influenced their learning positively and provided them with both form and meaning-focused instruction, but they were dissatisfied with the app's levels and authenticity. Results of independent t-test and ANOVA respectively showed that gender and vocabulary proficiency level did not make significant difference on participants' app usage patterns. The findings of this study highlighted the users' localized needs which could be used as guidelines for customized vocabulary apps' development purposes. The study's implications for learners, teachers, and app developers are discussed in detail.
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Planning Future Instructional Programs through Computerized L2 Dynamic Assessment
by
Saman Ebadi
2024, Teaching english with technology
Dynamic Assessment (DA) is a postmodern notion in testing which sees instruction and assessment as inextricably mingled contending that learners will progress if provided with dynamic interactions. The main purpose of the study is to see...
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Dynamic Assessment (DA) is a postmodern notion in testing which sees instruction and assessment as inextricably mingled contending that learners will progress if provided with dynamic interactions. The main purpose of the study is to see if the scores generated by the computerized dynamic assessment (C-DA) which is grounded in Vygotsky’s theoretical framework in congruence with the concept of DA can lead to designing a syllabus which results in the participants’ reading comprehension development. In the present study, a total of 32 Iranian EFL undergraduates from a university in Iran were selected on the availability basis. The study made use of the interventionist approach (the same mediation for all individual learners) to DA due to a two-fold aim: being more economically-supported and owing to its feasibility in focusing on larger cohorts of individuals. Investigating the learners’ generated scoring profiles through CDA revealed that not only did the learners have varying problem...
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Chapter XVIII The Functions of Negotiation of Meaning in Text Based CMC
by
Arif Altun
2024
This chapter aims at describing the patterns of negotiation of meaning functions in text-based synchronous computer-mediated communication by using computer-mediated discourse analysis. Two research questions were sought in this study:...
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This chapter aims at describing the patterns of negotiation of meaning functions in text-based synchronous computer-mediated communication by using computer-mediated discourse analysis. Two research questions were sought in this study: (a) what types of negotiation of meaning emerge in text-based synchronous CMC environments, and (b) is there any difference between native speakers (NSs) and nonnative speakers (NNSs) of English in terms of negotiations of meaning functions in this environment. The emerged functions of meaning negotiation were presented, and when comparing the NS with NNSs, the most frequently used negotiation of meaning functions were found to be different, but the least frequently used ones were found to be similar. The findings of this study might give insights to researchers, educators, and teachers of English Language when designing instruction in terms of patterns of negotiation of meaning functions in text-based synchronous computer-mediated communication. introduction With the substantial developments in computer and communication technologies, educators and researchers are challenged in integrating these tools into the learning and teaching processes. The invention of the Internet paved the way for computer-Mediated communication Computer-mediated communication (CMC) is any form of communication between two or more individuals who interact and/or influence each other via separate computers through the Internet or a network connection, using social software. The computer is the medium for the communication, and people around the world communicate with each other regardless of the time and place. Kiesler, Zubrow, and Moses (1985) mentioned the importance of the computer as a medium of communication 20 years ago and stated that it would become a very important development in communication as follows: Just as the telephone and the automobile did, modern computing technologies seem likely to have major effects on patterns of social contact. People are using computer networks for communicating through electronic mail, computer bulletin boards, asynchronous computer conferencing, instantaneous document facsimile production, and online simultaneous conversations. Computers used for communication will be a significant technological development over the coming decades, and it seems sensible to study the underlying psychological and social implications of this development.
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Using Wikis in an English for Specific Academic Purposes
by
Salomi Papadima-Sophocleous
2024
This study explores students' perceptions regarding the use of wikis in their learning of English for Specific Academic Purposes (ESAP). First year university students of the department of Commerce, Finance and Shipping were given a...
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This study explores students' perceptions regarding the use of wikis in their learning of English for Specific Academic Purposes (ESAP). First year university students of the department of Commerce, Finance and Shipping were given a questionnaire prior to and after their ESAP course. Students worked with wikis during the entire semester and recorded their reflections concerning the wiki integration and its perceived effect on their language learning. The results show that the wiki experience was a positive one overall.
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The NEPTON test: System Overview and functionality
by
Salomi Papadima-Sophocleous
2024, tewtjournal.org
Over the past few decades, a fairly large literature examining various aspects of computer-assisted language testing (CALT) has been developed. The findings indicate that many institutions are now using new technologies for their language...
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Over the past few decades, a fairly large literature examining various aspects of computer-assisted language testing (CALT) has been developed. The findings indicate that many institutions are now using new technologies for their language testing practices. ...
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Related Topics
English as a Foreign Language (EFL)
English As a Second Language (ESL)
Needs analysis for teacher training
Instructional Materials Development and Evaluation
Teaching English As A Foreign Language
Language Testing
Language Assessment
Self-Regulated Learning (Education)
English and American Studies
Computer Assisted Language Learning/Teaching
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