آمار
| تعداد نشریات | 44 |
| تعداد شمارهها | 1,321 |
| تعداد مقالات | 16,203 |
| تعداد مشاهده مقاله | 52,832,386 |
| تعداد دریافت فایل اصل مقاله | 15,508,894 |
Effect of Using Smart Learning Pen (iPen) on Young Iranian Male and Female EFL Learners’ Speaking Accuracy and Fluency | ||
| Journal of English Language Teaching and Learning | ||
| دوره 14، شماره 29، مرداد 2022، صفحه 228-244 اصل مقاله (1.16 M) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22034/elt.2022.49424.2469 | ||
| نویسندگان | ||
| Ali Yeganeh1؛ Hossein Barati* 2؛ Daryush Nejadansari3 | ||
| 1English Language and Literature Department, Teacher Education University, Isfahan Pardis, Iran | ||
| 2English Language and Literature Department, University of Isfahan, Isfahan, İran | ||
| 3English Language and Literature Department, University of Isfahan, Isfahan, Iran | ||
| چکیده | ||
| The present study aimed to examine the effects of an educational technology called smart learning pen (i.e., iPen) as an ICT tool on young Iranian male and female EFL learners' speaking accuracy and fluency. A group of 180 young (6-9 years old) male and female learners with no previous formal education in English were randomly assigned into three different conditions: those who used the iPen in class and at home (IPC), at home only (IPH), and those who did not use the iPen at all (NIP). As gender was an independent variable, each condition had male and female groups. To address the research questions, the participants' performance on the oral sub-test of the posttest was put into analysis. The two-way ANOVA run on the effect of the independent variables (iPen and gender) and their interaction on the participants' speaking accuracy, and fluency revealed that using iPen helped the IPC and IPH participants significantly outperform the NIP group in terms of both accuracy and fluency. However, such an analysis did not show any significant effect for gender, nor did it show any significant effect when the interaction of gender and other variables was taken into account. The study has practical implications for policymakers, language teachers as well as software, hardware, and mobile phone application developers. | ||
| کلیدواژهها | ||
| Educational Technology؛ Smart Learning Pen؛ Accuracy؛ Fluency؛ Young EFL/ESL Learners | ||
| مراجع | ||
|
Barcroft, J. (2007). Effect of opportunities for word retrieval during second language vocabulary learning. Language Learning, 57(1), 35-56. DOI:10.1111/j.1467-9922.2007.00398.x
Bodnar, S., Cucchiarini, C., de Vries, B. P., Strik, H., & van Hout, R. (2017). Learner affect in computerised L2 oral grammar practice with corrective feedback. Computer Assisted Language Learning, 30, 223-246. DOI:10.1080/09588221.2017.1302964
Brady, E. H., & Hill, S. (1984). Research in review: Young children and microcomputers. Young Children, 39(3), 49–61.
Carey, K. (2004). The real value of teachers: Using new information about teacher effectiveness to close the achievement gap. Thinking K-16, 8(1), 3-42.
Castaneda, D. A. (2019). Improving conversational interactions with task-based activities in a Spanish as a second language class. Computer Assisted Language Learning, 1-28. DOI:10.1080/09588221.2019.1666149.
Chen, M. H., Tseng, W. T., & Hsiao, T. Y. (2018). The effectiveness of digital gamebased vocabulary learning: A framework-based view of meta-analysis. British Journal of Educational Technology, 49(1), 69-77. DOI:10.1111/bjet.12526.
Chen, Y., Smith, T. J., York, C. S. & Mayall, H. J. (2020). Google Earth Virtual Reality and expository writing for young English learners from a funds of knowledge perspective. Computer Assisted Language Learning, 33, 1-25, DOI:10.1080/09588221.2018.1544151
Chiu, Y. H. (2013). Computer‐assisted second language vocabulary instruction: A meta‐analysis. British Journal of English Technology, 44(2), 52-56. DOI:10.1111/j.14678535.2012.01302.x
Chou, F. (2005). Ya-Ya language box. A portable device for English pronunciation training with speech recognition technologies. Paper presented at proceedings of Interspeech-2005, Lisbon, Portugal (pp. 169-172). Retrieved from http://www.isca-speech.org/archive/
Chung, E. S., & Ahn, S. (2021). The effect of using machine translation on linguistic features in L2 writing across proficiency levels and text genres. Computer Assisted Language Learning. DOI:10.1080/09588221.2020.1871029
Clements, D. (1987). Computers and young children: A review of research. Young Children, 43, 34-44.
Clements, D. H. (1994). The uniqueness of the computer as a learning tool: Insights from research and practice. In J. L. Wright & D. D. Shade (Eds.), Young children: Active learners in a technological age (pp. 31- 49). Washington, DC: National Association for the Education of Young Children.
Ebadi, S., & Ebadijalal, M. (2020). The effect of Google Expeditions virtual reality on EFL learners' willingness to communicate and oral proficiency. Computer Assisted Language Learning. DOI:10.1080/09588221.2020.1854311
Ebadi, S., Weisi, H., Monkaresi, H. & Bahramlou, K. (2018). Exploring lexical inferencing as a vocabulary acquisition strategy through computerized dynamic assessment and static assessment. Computer Assisted Language Learning, 31, 790-817. DOI:10.1080/09588221.2018.1451344
Eskenazi, M., & Pelton, G. (2002). Pinpointing pronunciation errors in children's speech: examining the role of the speech recognizer. Paper presented at Pronunciation Modeling and Lexicon Adaptation for Spoken Language Technology Workshop, Estes Park, Colorado (pp. 48-52).
Evers, K., & Chen, S. (2020). Effects of an automatic speech recognition system with peer feedback on pronunciation instruction for adults. Computer Assisted Language Learning. DOI:10.1080/09588221.2020.1839504
Franciosi, S. J. (2017). The effect of computer game-based learning on FL vocabulary transferability. Educational Technology & Society, 20(1), 123-133.
Fu, Q. K., & Hwang, G. J. (2018). Trends in mobile technology-supported collaborative learning: A systematic review of journal publications from 2007 to 2016. Computers & Education, 119, 129-143. DOI:10.1016/j.compedu.2018.01.004
Gilakjani, A. P., & Sabouri, N. B. (2016). Learners' listening comprehension difficulties in English language learning: A literature review. English language teaching, 9(6), 123-133.
Haugland, S. W., & Wright, J. L. (1997). Young children and technology: A world of discovery. Boston, MA: Allyn and Bacon.
Henry, M., Carroll, F., Cunliffe, D., & Kop, R. (2018). Learning a minority language through authentic conversation using an online social learning method. Computer Assisted Language Learning, 31, 321-345. DOI:10.1080/09588221.2017.1395348
Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-252. DOI:10.1007/s11423-006-9022-5
Hird, B., Thwaite, A., Breen, M., Milton, M., & Oliver, R. (2000). Teaching English as a second language to children and adults: Variation in practices. Language Teaching Research, 4(1), 3-32. DOI:10.1177/136216880000400102
Housen, A., Kuiken, F. & Vedder, I. (2012). Dimensions of L2 performance and proficiency: Complexity, accuracy and fluency in SLA. Wiley.
Hsu, L. (2012). English as a foreign language learners' perception of mobile assisted language learning: A cross-national study. Computer Assisted Language Learning 26(3), 1-17.
Hsu, H.-C. (2015). Voice blogging and L2 speaking performance. Computer Assisted Language Learning, 29(5), 968–983. doi:10.1080/09588221.2015.1113185
Hsu, T. C. (2017). Learning English with augmented reality: Do learning styles matter? Computers & Education, 106, 137-149. DOI:10.1016/j.compedu.2016.12.007
Hsu, H.-C. (2019). Wiki-mediated collaboration and its association with L2 writing development: an exploratory study. Computer Assisted Language Learning, 23, 945-967. doi:10.1080/09588221.2018.1542407
Hung, H.-T. (2014). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81-96. DOI:10.1080/09588221.2014.967701
Iannuzzi, S. (2011). First friends1. England, U.K., Oxford University Press.
James, R. (1996). CALL and the speaking skill. System, 24(1), 15-21.
Khansarian-Dehkordi, F. & Ameri-Golestan, A. (2016). Effects of mobile learning on acquisition and retention of vocabulary among Persian-speaking EFL learners. CALL-EJ, 17(2), 43-56.
Khenissi, M. A., Essalmi, F., Jemni, M., Graf, S., & Chen, N. S. (2016). Relationship between learning styles and genres of games. Computers & Education, 101, 1-14.
Kizil, A. S. & Savran, Z. (2018). Assessing self-regulated learning: The case of vocabulary learning through information and communication technologies. Computer Assisted Language Learning, 31, 599-616. DOI:10.1080/09588221.2018.1428201
Kruk, M., & Pawlak, M. (2021). Using internet resources in the development of English pronunciation: the case of the past tense -ed ending, Computer Assisted Language Learning. DOI:10.1080/09588221.2021.1907416
Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20, 271-289. DOI:10.1017/S0958344008000335
Lee, C., Cheung, W. K. W., Wong, K. C. K., & Lee, F. S. L. (2013). Immediate web-based essay critiquing system feedback and teacher follow-up feedback on young second language learners' writings: An experimental study in a Hong Kong secondary school. Computer Assisted Language Learning, 26(1), 39-60.
Li, M. (2018). Computer-mediated collaborative writing in L2 contexts: an analysis of empirical research. Computer Assisted Language Learning, 31(8), 882-904 DOI:10.1080/09588221.2018.1465981
Liu, P., & Tsai, M. (2012). Using augmented‐reality‐based mobile learning material in EFL English composition: An exploratory case study. British Journal of English Technology, 44(1), E1-E4. DOI:10.1111/j.1467-8535.2012.01302.x
Mahfouz, S. M., & Ihmeideh, F. M. (2009). Attitudes of Jordanian university students towards using online chat discourse with native speakers of English for improving their language proficiency. Computer Assisted Language Learning, 22(3), 207-227. DOI:10.1080/09588220902920151
Manasreh, M. (2014). Scaffolding listening through ICT with young learners in Qatar. In S. Rich, (Ed.), International perspectives on teaching English to young learners. The UK: Palgrave McMillan.
Neri, A., Mich, O., Gerosa, M., & Giuliani, D. (2008). The effectiveness of computer assisted pronunciation training for foreign language learning by children. Computer Assisted Language Learning, 21(5), 393-408. DOI:10.1080/09588220802447651
Nourizadeh, L., & Ameri-Golestan, A. (2018). Effects of online reading on Persian-speaking EFL learners' writing performance. Journal of Foreign Language Education and Technology, 3(1), (2018).
Pachler, N., Cook, J., & Bachmair, B. (2010). Appropriation of mobile cultural resources for learning. International Journal of Mobile and Blended Learning, 2(1), 1-21. DOI:10.4018/jmbl.2010010101
Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. Sussex: Harvester Press.
Rachels, J. R., & Rockinson-Szapkiw, A. J. (2018). The effects of a mobile gamification app on elementary students' Spanish achievement and self-efficacy. Computer Assisted Language Learning, 31, 72-89. DOI:10.1080/09588221.2017.1382536
Rich, S. (2014). Conclusion: The added value of international perspectives on TEYL. In S. Rich (Ed.), International perspectives on teaching English to young learners. The UK: Palgrave McMillan.
Sarré, C., Grosbois, M., & Brudermann, C. (2019). Fostering accuracy in L2 writing: impact of different types of corrective feedback in an experimental blended learning EFL course. Computer Assisted Language Learning. DOI:10.1080/09588221.2019.1635164
Sowa, E. (2014). Addressing intercultural awareness-raising in the young learner EFL classroom in Poland: Some teacher perspectives. In S. Rich (Ed.), International perspectives on teaching English to young learners. The UK: Palgrave McMillan.
Sun, Y., & Dong, Q. (2004). An experiment on supporting children's English vocabulary learning in multimedia context. Computer Assisted Language Learning, 17(2), 131-147. DOI:10.1080/0958822042000334217
Sung, Y. T., Chang, K. E., & Liu, T. C. (2016). The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252-275. DOI:10.1016/j.compedu.2015.11.008
Taghizadeh, M. & Hasani Yourdshahi, Z. (2020). Integrating technology into young learners' classes: Language teachers' perceptions. Computer Assisted Language Learning, 3(8), 982-1006. DOI: 10.1080/09588221.2019.1618876
Taylor, R. (1980). The computer in the school: Tutor, tool, tutee. New York, NY: Teachers College Press.
Teng, F. (2020) Vocabulary learning through videos: captions, advance-organizer strategy, and their combination, Computer Assisted Language Learning. DOI:10.1080/09588221.2020.1720253
Tsai, P. (2019). Beyond self-directed computer-assisted pronunciation learning: a qualitative investigation of a collaborative approach. Computer Assisted Language Learning, 32(7), 713-744. DOI:10.1080/09588221.2019.1614069
Turgut, Y., & Irgin, P. (2009). Young learners' language learning via computer games. Procedia Social and Behavioral Sciences, 1(1), 760-764. DOI:10.1016/j.sbspro.2009.01.135
Turner, R. (2017). The challenges of using the WebCAPE placement exam in an advanced Spanish grammar class. Computer Assisted Language Learning, 30, 247-258. DOI:10.1080/09588221.2017.1304424
Wang, J., An, N. & Wright, C. (2018). Enhancing beginner learners' oral proficiency in a flipped Chinese foreign language classroom. Computer Assisted Language Learning, 31, 490-521. DOI:10.1080/09588221.2017.1417872
Wang, X. C., & Hoot, J. L. (2006). Information and communication technology in early childhood education. Early Education and Development, 17(3), 317-322. DOI:10.1207/s15566935eed1703_1
Wei, W., & Zheng, Y. (2017). An investigation of integrative and independent listening test tasks in a computerized academic English test. Computer Assisted Language Learning, 30, 864-883. DOI:10.1080/09588221.2017.1373131
Wigglesworth, G., & Storch, N. (2009). Pair versus individual writing: Effects on fluency, complexity and accuracy. Language Testing, 26(3), 445-466.
Xie, Y., Chen, Y., & Ryder, L. H. (2021). Effects of using mobile-based virtual reality on Chinese L2 students' oral proficiency. Computer Assisted Language Learning, 34(3), 225-245. DOI:10.1080/09588221.2019.1604551
Xu, Q. & Peng, H. (2017). Investigating mobile-assisted oral feedback in teaching Chinese as a second language. Computer Assisted Language Learning, 30, 173-182. DOI:10.1080/09588221.2017.1297836
Yeldham, M. (2017). Viewing L2 captioned videos: what's in it for the listener? Computer Assisted Language Learning, 30, 367-389. DOI:10.1080/09588221.2017.1406956
Yeganeh, A. (2013). First Friends: Alphabet and Songs1A. Iran, Gooyesh Press. | ||
|
آمار تعداد مشاهده مقاله: 429 تعداد دریافت فایل اصل مقاله: 416 |
||