scholarly journals A  Method to Diagnose, Improve, and Evaluate Children’s Learning Using Wearable Devices Such as Mobile Devices in the IoT Environment

2020 ◽  
Vol 2020 ◽  
pp. 1-25
Author(s):  
Mohammad Moradi ◽  
Kheirollah Rahsepar Fard
Keyword(s):  
English Language ◽  
Educational Status ◽  
Field Method ◽  
Learning Performance ◽  
Educational Method ◽  
Number Of Children ◽  
Self Confidence ◽  
Average Improvement ◽  
Impact Of Technology ◽  
The Impact

Every day we see an increasing tendency to use technology in education. In recent years, the impact of technology on the education process has received much attention. One of the important effects of technology is that it increases children’s motivation and self-confidence and increases group collaboration. The purpose of this paper is to transform the traditional classroom into a modern classroom in order to increase the ease and efficiency of the teaching process. The method includes phases of diagnosis and improvement. In the diagnose phase, the classroom is equipped with modern items such as Internet of Things (IoT) and game-based learning. In the improvement phase, the field method is used to extract and weight the effective criteria in improving the educational status. The proposed method has been tested on two English language kindergartens. The children tested were in the age group of 8 to 10 years. In the implementation of the proposed educational method in the first English language kindergarten, the average improvement of education and learning of children has almost doubled, which has been maintained by doubling the number of children tested in the implementation of the proposed educational method in the second English language kindergarten. As a result, the proposed educational method can increase the learning performance of children.

scholarly journals The Impact of Mediation on EFL Learners’ Interpretation

2017 ◽  
Vol 1 (2) ◽  
pp. 197
Author(s):  
Mandana Yousefi
Keyword(s):  
English Language ◽  
Peer Mediation ◽  
Language Test ◽  
Efl Learners ◽  
Paired Sample ◽  
Self Confidence ◽  
Effective Role ◽  
English Language Institute ◽  
The Impact ◽  
Experimental Group

<p><em>The present study was an attempt to examine the EFL intermediate learners’ interpretation performance in translating texts from English to Persian on mediated mode vs. non-mediated one focusing on two different kinds of mediation (clip-mediated vs. peer-mediated mode). It has also investigated the participants’ attitudes toward the mediation sessions. It was conducted in an English Language Institute in Bojnourd, Iran. To this aim, a standardized 50-item Nelson English Language Test was administered to 31 participants. Following the homogenizing procedure, the number of the participants decreased to 24. Then, they were randomly divided into two equal groups (control and experimental), each consisting of 12 students. Both groups took part in interpretation classes twice a week, during which the experimental group received mediation as the treatment. The collecte</em><em>d data were analyzed by conducting ANCOVA and paired-sample t-test. </em><em>The results indicated that the EFL learners’ interpretation performance was better in mediated mode vs. non-mediated one, and peer-mediation was more effective than clip-mediation in improving their listening performance. In addition, all the participants stated </em><em>mediation had an effective role in improving their interpretation performance by reducing their anxiety and increasing their self-confidence.</em></p>

Examining the Potential for Flipped Literature Units

2019 ◽  
pp. 1178-1202
Author(s):  
Shelly Shaffer
Keyword(s):  
American Literature ◽  
Extrinsic Motivation ◽  
English Language ◽  
Flipped Classrooms ◽  
Open Coding ◽  
Field Notes ◽  
Teacher Flexibility ◽  
Impact Of Technology ◽  
The Impact ◽  
First Time

This chapter discusses a case study of an eleventh-grade American Literature course in the Southwestern United States using flipped teaching approaches with technology for the first time. The study's purpose was to investigate the effects of flipping using technology on how the teacher and students worked, learned, and engaged with English Language Arts (ELA) content. Specifically, the researcher hoped to study the effects of flipped coursework on homework and classwork, the students' and teacher's responses to flipped strategies, and the impact of technology on a two-week unit on The Great Gatsby (Fitzgerald, 1925). The teacher worked with the researcher to choose four activities in the unit to flip, which involved a webquest, Google quiz, blog, and online PowerPoint. The participants in the study included the teacher: Mr. Riggs, a veteran ELA teacher with over 20 years' experience and four eleventh grade students: Simone, a bi-racial female; Omar, an African-American male; Garrett, a Caucasian male; and Audrey, a Latino female. Through open-coding analysis of interviews with each participant during the study, field notes taken throughout the unit, and documents collected from online and paper artifacts, three major categories were established. The major categories included perceptions of changes in classwork and homework, impact of technology, and appeal of flipped classrooms. The findings of this study revealed that the flipped unit had an impact on the amount of homework, the type of homework and classwork, homework completion, time spent in class, and the way technology was used. Intrinsic and extrinsic motivation played an important role on whether flipped assignments were completed on time or were engaging for students. A final important finding showed that teacher flexibility was necessary for the flipped unit to be successful. This study provides insight into how flipping could work and look in an ELA classroom.

scholarly journals INTERPERSONAL DIALOGUE TO BUILD STUDENTS’ ABILITY IN USING ENGLISH

2020 ◽  
Vol 6 (2) ◽  
pp. 086-095
Author(s):  
Nurul Hidayati
Keyword(s):  
Data Collection ◽  
Learning Process ◽  
Qualitative Method ◽  
English Language ◽  
Student Participation ◽  
Learning Activities ◽  
Interactive Communication ◽  
Self Confidence ◽  
Data Collection Technique ◽  
The Impact

This study aims to see the implementation of interpersonal dialogue in learning English to enhance students' ability in using the English language. This study used a qualitative method. The data collection technique uses observation techniques to see the process of the implementation of learning to use interpersonal dialogue, and interview techniques to determine the impact of implementing interpersonal dialogue. Respondents in this study were lecturer and students. The results showed that during the learning process, the interpersonal dialogue was created between students and students and lecturer. Then, there is an increase in learning activities, student participation, students get additional knowledge in the form of vocabulary, grammar, pronunciation, and self-confidence. In conclusion, the implementation of interpersonal dialogue can build communicative learning, because of the interactive communication between students and lecturers, as well as students and students during the learning process. As well as increasing student ability and student confidence in using English.

scholarly journals Educational Equality

2019 ◽  
pp. 13-24
Author(s):  
Laura Matson
Keyword(s):  
Academic Performance ◽  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Educational Equality ◽  
Affective Factors ◽  
Self Confidence ◽  
Systemic Level ◽  
The Impact

This article examines the impact of linguistic discrimination on learner’s academic performance in the context of teaching English as a second or foreign language (TESL/TEFL). Standard English ideology has permeated the education system in a way that affects many facets of English language teaching and learning. Three learner affective factors related to anxiety, motivation and self-confidence will be discussed to illustrate ways in which students are impacted by linguistic discrimination. In light of the evidence that linguistic discrimination is detrimental to learner’s academic performance, two methods will be discussed as ways in which linguistic discrimination can be mitigated. These methods, anti-racist education and plurilingualism, have been selected based on their potential to address linguistic discrimination at a more systemic level. 

scholarly journals The Influence of Technology on English Language and Literature

2020 ◽  
Vol 13 (7) ◽  
pp. 1 ◽  
Author(s):  
Irum Abbasi
Keyword(s):  
Social Media ◽  
Short Stories ◽  
English Language ◽  
Way Of Life ◽  
Digital Literature ◽  
English Writing ◽  
English Dialect ◽  
Technology Users ◽  
Impact Of Technology ◽  
The Impact

In the current global scenario, the Internet is increasingly becoming a central informational medium that is transforming the way we learn, teach, and communicate. Social media offers a public platform that allows an exchange of thoughts and ideas through posts, tweets, and comments, albeit with word or character count restrictions. Evidently, creativity cannot be curtailed through content length restrictions. The emergence of a new genre of short-stories called short-short stories and the birth of a new English dialect called Text-speak prove that every cloud indeed has a silver lining. The popularity of social media exchanges signify that technology users have accepted quick social media interactions as a new way of life and have also adjusted their writing to match the content restrictions. Educators and parents are concerned that the attitudes and habits of tech-savvy generation are muddying Standard English as Text-speak is infiltrating students assignments blurring the distinction between formal and informal writing. The phenomenal popularity of short stories that can fit in a tweet or text is an example of how adversity can be turned into an opportunity. Literary purists, however, are concerned that digital literature is shrinking and short-stories are severing their characteristic elements to comply with the restrictions. This paper delineates the impact of technology on daily English writing and literature.

scholarly journals Digital tools for improving teenager's speaking

2021 ◽  
Vol 2 (4) ◽  
pp. 73-79
Author(s):  
Sara Merino Munive ◽  
Rocio Barbosa Trujillo ◽  
Leticia Estudillo León
Keyword(s):  
Secondary School ◽  
English Language ◽  
Digital Tools ◽  
Online Resources ◽  
Knowing How ◽  
Self Confidence ◽  
Public Secondary School ◽  
Online Tools ◽  
The Impact

In EFL classes, Mexican teenagers often face problems when trying to communicate orally in English. Martin and Molina (2011) argue that “…not knowing how to speak effectively limits severely our career possibilities and personal” (p. 92). The present paper reports on a study of the impact of incorporating different online resources to improve adolescents’ speaking in English through an exploration of students’ perceptions regarding their use, as part of an extracurricular English language course at a Mexican public secondary school. Students recorded themselves once a week using specific online tools for their homework. The main purpose was to give students the opportunity to record and hear themselves as many times as necessary until they considered their work was acceptable. Additionally, they were aware of being listened by their teacher and classmates. Results seem to suggest that students’ self-confidence when speaking in the classroom, motivation to speak and awareness of features of acceptable speech were enhanced by using these online tools to practice speaking independently. 

The Language Between Youtubers and Boomers: Tendencies, New Words and Expressions in the Serbian Language

2021 ◽  
pp. 60-94
Author(s):  
Goran B. Milašin
Keyword(s):  
Social Networks ◽  
Online Social Networks ◽  
English Language ◽  
New Technology ◽  
The Internet ◽  
Modern Culture ◽  
New Words ◽  
Impact Of Technology ◽  
The Impact

This paper analyses new words and expressions used in the Serbian language. The main aims of the paper are to register and describe typical language units in young people’s speech today, then to examine the impact of technology, the Internet and new types of communication on the structure of the Serbian lexicon, and to try to identify some tendencies and processes in the contemporary Serbian language. The corpus on which the research was conducted was collected in 2019 and 2020, and it consists of 1500 utterances excerpted from online social networks, primarily Twitter, Instagram, and YouTube. Based on the analysis of selected new words and expressions, it was determined that young people’s speech today is changing rapidly under the influence of globalisation and the English language, especially at the lexical level. It has also been established that in latest metaphors and comparisons, new technology and the Internet are appearing more and more often in the role of source domains, as an integral part of modern culture.

Examining the Potential for Flipped Literature Units

2017 ◽  
pp. 1-32
Author(s):  
Shelly Shaffer
Keyword(s):  
American Literature ◽  
Extrinsic Motivation ◽  
English Language ◽  
Flipped Classrooms ◽  
Open Coding ◽  
Field Notes ◽  
Teacher Flexibility ◽  
Impact Of Technology ◽  
The Impact ◽  
First Time

This chapter discusses a case study of an eleventh-grade American Literature course in the Southwestern United States using flipped teaching approaches with technology for the first time. The study's purpose was to investigate the effects of flipping using technology on how the teacher and students worked, learned, and engaged with English Language Arts (ELA) content. Specifically, the researcher hoped to study the effects of flipped coursework on homework and classwork, the students' and teacher's responses to flipped strategies, and the impact of technology on a two-week unit on The Great Gatsby (Fitzgerald, 1925). The teacher worked with the researcher to choose four activities in the unit to flip, which involved a webquest, Google quiz, blog, and online PowerPoint. The participants in the study included the teacher: Mr. Riggs, a veteran ELA teacher with over 20 years' experience and four eleventh grade students: Simone, a bi-racial female; Omar, an African-American male; Garrett, a Caucasian male; and Audrey, a Latino female. Through open-coding analysis of interviews with each participant during the study, field notes taken throughout the unit, and documents collected from online and paper artifacts, three major categories were established. The major categories included perceptions of changes in classwork and homework, impact of technology, and appeal of flipped classrooms. The findings of this study revealed that the flipped unit had an impact on the amount of homework, the type of homework and classwork, homework completion, time spent in class, and the way technology was used. Intrinsic and extrinsic motivation played an important role on whether flipped assignments were completed on time or were engaging for students. A final important finding showed that teacher flexibility was necessary for the flipped unit to be successful. This study provides insight into how flipping could work and look in an ELA classroom.

The influence of technology on entrepreneurial self-efficacy development for online business start-up in developing nations

2019 ◽  
Vol 21 (3) ◽  
pp. 168-177 ◽  
Author(s):  
Thea van der Westhuizen ◽  
Marialauda Joel Goyayi
Keyword(s):  
Self Efficacy ◽  
Action Learning ◽  
Opportunity Identification ◽  
Self Confidence ◽  
Start Up ◽  
Before And After ◽  
Online Business ◽  
Impact Of Technology ◽  
Entrepreneurial Activities ◽  
The Impact

Business start-ups are usually volatile and risky. They require rapid response and adaptability, calling for entrepreneurial self-confidence among young entrepreneurs. As there is a presumption that technology can alleviate these challenges, this study assessed transformation in entrepreneurial self-efficacy (ESE) among young South Africans in relation to an online business start-up. The article’s contribution centres on the advancement of knowledge on youth entrepreneurship development by understanding/exploring the impact of technology in boosting entrepreneurial confidence and thus stimulating entrepreneurial activities. Using an action learning approach, a business tech start-up process was simulated with a group of 109 randomly recruited participants. Their ESE moving through the start-up cycle was captured and analysed. Likert-scale data were collected on their perceptions before and after the simulation in relation to tolerance self-efficacy, relationship self-efficacy, managerial self-efficacy and opportunity identification self-efficacy. Findings showed significant change in ESE for business start-up after exposure to the potentials and opportunities of technology-related businesses. Participants showed increased confidence and enthusiasm on prospects of success in establishing tech businesses. Effect on the development of ESE was also more pronounced in male participants than female participants.

scholarly journals Role of Education in Women Entrepreneurship Development In Nepal

2016 ◽  
Vol 29 (1) ◽  
pp. 111-122
Author(s):  
Minu Sigdel
Keyword(s):  
Women Entrepreneurs ◽  
Educational Status ◽  
Kathmandu Valley ◽  
Personal Problems ◽  
Men And Women ◽  
Self Confidence ◽  
The Impact ◽  
And Training ◽  
Status Of Women

Men and women both experience personal problems during the startup of a business but women face more. This is especially true due to the lack of self-confidence and not being taken seriously by the fund providers when applying for funds. Relative to men, women tend to have lower access to land, education and training facilities. Thus, this study aims to study the ground realities of educational status of women entrepreneurs in the Kathmandu valley and to assesses the impact of education on their choice of business, their preferred legal ownership method, their means of obtaining funds and their means of getting support to initiate business.

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