International Journal of Education and Development using ICT, Apr 19, 2013
This review summarizes relevant research on the use of information and communication technology (... more This review summarizes relevant research on the use of information and communication technology (ICT) in education. Specifically, it reviews studies that have touched upon: (a) the merits of ICT integration in schools; (b) barriers or challenges encountered in the use of ICT; (c) factors influencing successful ICT integration; (d) in-service and pre-service teachers’ attitudes, perceptions, and confidence in the use of ICT; and (e) the importance of school culture on the use of ICT. This review discusses gaps in the literature and the directions in which the future studies may address these gaps.
DOAJ (DOAJ: Directory of Open Access Journals), Oct 1, 2019
Although videos are now used pervasively in English as a Foreign Language settings, most existing... more Although videos are now used pervasively in English as a Foreign Language settings, most existing literature centers on learners as knowledge receivers or passive video viewers (Lialikhova, 2014; Fisher & Frey, 2015; Bakar et al., 2019). Rarely do studies involving videos engaged learners as knowledge generators or active, self-directed learners. To fill this research gap, the current study examined the effects of the online-video pronunciation dictionary YouGlish, which employs a lexical approach on learners' speaking skills, including pronunciation, intonation, word usage, and strategies that learners applied while using YouGlish as well as their reactions to it. The results revealed that YouGlish can help learners make progress in their oral skills, especially in terms of word usage, by providing meaningful context that helps them comprehend how oral English is used in real life. The findings revealed the process of using YouGlish generated students to become more active and self-directed learners, rather than remained as passive receivers of knowledge.
International Journal of Education and Development using ICT, 2013
This review summarizes relevant research on the use of information and communication technology (... more This review summarizes relevant research on the use of information and communication technology (ICT) in education. Specifically, it reviews studies that have touched upon: (a) the merits of ICT integration in schools; (b) barriers or challenges encountered in the use of ICT; (c) factors influencing successful ICT integration; (d) in-service and pre-service teachers’ attitudes, perceptions, and confidence in the use of ICT; and (e) the importance of school culture on the use of ICT. This review discusses gaps in the literature and the directions in which the future studies may address these gaps.
An increasing number of language learning websites, podcasts and audiobooks are created for users... more An increasing number of language learning websites, podcasts and audiobooks are created for users to access via mobile phones. While studies conducted on the use of mobile applications (apps) in language learning and teaching for students or working adults have been highly positive, few have explored other motivations, such as leisure or personal interests. Therefore, this paper explores ten adult female learners' experiences of using mobile apps based on self-regulated learning (SRL) to assist their English listening and speaking skills outside classrooms. Findings from the study demonstrate the affordances of mobile apps in enhancing L2 learners' SRL through accessibility and portability in offering adult learners to practice and engage with study materials according to their personal interests and learning progress. Simultaneously, it provides adult learners with the opportunity to access learning materials anytime and anywhere, which not only lowers their anxiety but also encourages them to participate fully in class.
This study examined Taiwanese ESL learners\u27 perception and production of English interdental f... more This study examined Taiwanese ESL learners\u27 perception and production of English interdental fricatives (IFs) with respect to three variables: perception errors, production errors, and three ranges of length of residence (LOR) in the US (LOR \u3c 1 year; LOR= 3-4 years; LOR ; at least 7 years). Through the investigation, several relationships among perception, production errors, and LOR were revealed. In addition, the types and patterns of the pronunciation errors as well as the phonological processes involved in the mispronunciations were investigated. The instrument included both perception and production tasks, as well as a demographic questionnaire. More specifically, the production task contains two syllable positions: word initial and word final; two sources: word list and text. The data were analyzed through auditory and spectrographic devices with an involvement of an inter-rater agreement. The results showed that there was a positive relationship between perception and p...
Although videos are now used pervasively in English as a Foreign Language settings, most existing... more Although videos are now used pervasively in English as a Foreign Language settings, most existing literature centers on learners as knowledge receivers or passive video viewers (Lialikhova, 2014; Fisher & Frey, 2015; Bakar et al., 2019). Rarely do studies involving videos engaged learners as knowledge generators or active, self-directed learners. To fill this research gap, the current study examined the effects of the online-video pronunciation dictionary YouGlish, which employs a lexical approach on learners' speaking skills, including pronunciation, intonation, word usage, and strategies that learners applied while using YouGlish as well as their reactions to it. The results revealed that YouGlish can help learners make progress in their oral skills, especially in terms of word usage, by providing meaningful context that helps them comprehend how oral English is used in real life. The findings revealed the process of using YouGlish generated students to become more active and self-directed learners, rather than remained as passive receivers of knowledge.
This review summarizes the relevant research on the use of information and communication technolo... more This review summarizes the relevant research on the use of information and communication technology (ICT) in education. Specifically, it reviews studies that have touched upon the merits of ICT integration in schools, barriers or challenges encountered in the use of ICT, factors influencing successful ICT integration, in-service and pre-service teachers’ attitudes, perceptions, and confidence in using ICT as well as the importance of school culture in the use of ICT. This review discusses gaps in the literature and the directions that future studies may take to address these gaps.
An increasing number of language learning websites, podcasts and audiobooks are created for users... more An increasing number of language learning websites, podcasts and audiobooks are created for users to access via mobile phones. While studies conducted on the use of mobile applications (apps) in language learning and teaching for students or working adults have been highly positive, few have explored other motivations, such as leisure or personal interests. Therefore, this paper explores ten adult female learners' experiences of using mobile apps based on self-regulated learning (SRL) to assist their English listening and speaking skills outside classrooms. Findings from the study demonstrate the affordances of mobile apps in enhancing L2 learners' SRL through accessibility and portability in offering adult learners to practice and engage with study materials according to their personal interests and learning progress. Simultaneously, it provides adult learners with the opportunity to access learning materials anytime and anywhere, which not only lowers their anxiety but also encourages them to participate fully in class.
Although videos are now used pervasively in English as a Foreign Language settings, most existing... more Although videos are now used pervasively in English as a Foreign Language settings, most existing literature centers on learners as knowledge receivers or passive video viewers (Lialikhova, 2014; Fisher & Frey, 2015; Bakar et al., 2019). Rarely do studies involving videos engaged learners as knowledge generators or active, self-directed learners. To fill this research gap, the current study examined the effects of the online-video pronunciation dictionary YouGlish, which employs a lexical approach on learners' speaking skills, including pronunciation, intonation, word usage, and strategies that learners applied while using YouGlish as well as their reactions to it. The results revealed that YouGlish can help learners make progress in their oral skills, especially in terms of word usage, by providing meaningful context that helps them comprehend how oral English is used in real life. The findings revealed the process of using YouGlish generated students to become more active and self-directed learners, rather than remained as passive receivers of knowledge.
Previous research has addressed the effects of digital storytelling (DST) on verbal English compe... more Previous research has addressed the effects of digital storytelling (DST) on verbal English competence and demonstrated that students engage more and learn more effectively. However, the relationsh...
International Journal of Education and Development using ICT, Apr 19, 2013
This review summarizes relevant research on the use of information and communication technology (... more This review summarizes relevant research on the use of information and communication technology (ICT) in education. Specifically, it reviews studies that have touched upon: (a) the merits of ICT integration in schools; (b) barriers or challenges encountered in the use of ICT; (c) factors influencing successful ICT integration; (d) in-service and pre-service teachers’ attitudes, perceptions, and confidence in the use of ICT; and (e) the importance of school culture on the use of ICT. This review discusses gaps in the literature and the directions in which the future studies may address these gaps.
DOAJ (DOAJ: Directory of Open Access Journals), Oct 1, 2019
Although videos are now used pervasively in English as a Foreign Language settings, most existing... more Although videos are now used pervasively in English as a Foreign Language settings, most existing literature centers on learners as knowledge receivers or passive video viewers (Lialikhova, 2014; Fisher & Frey, 2015; Bakar et al., 2019). Rarely do studies involving videos engaged learners as knowledge generators or active, self-directed learners. To fill this research gap, the current study examined the effects of the online-video pronunciation dictionary YouGlish, which employs a lexical approach on learners' speaking skills, including pronunciation, intonation, word usage, and strategies that learners applied while using YouGlish as well as their reactions to it. The results revealed that YouGlish can help learners make progress in their oral skills, especially in terms of word usage, by providing meaningful context that helps them comprehend how oral English is used in real life. The findings revealed the process of using YouGlish generated students to become more active and self-directed learners, rather than remained as passive receivers of knowledge.
International Journal of Education and Development using ICT, 2013
This review summarizes relevant research on the use of information and communication technology (... more This review summarizes relevant research on the use of information and communication technology (ICT) in education. Specifically, it reviews studies that have touched upon: (a) the merits of ICT integration in schools; (b) barriers or challenges encountered in the use of ICT; (c) factors influencing successful ICT integration; (d) in-service and pre-service teachers’ attitudes, perceptions, and confidence in the use of ICT; and (e) the importance of school culture on the use of ICT. This review discusses gaps in the literature and the directions in which the future studies may address these gaps.
An increasing number of language learning websites, podcasts and audiobooks are created for users... more An increasing number of language learning websites, podcasts and audiobooks are created for users to access via mobile phones. While studies conducted on the use of mobile applications (apps) in language learning and teaching for students or working adults have been highly positive, few have explored other motivations, such as leisure or personal interests. Therefore, this paper explores ten adult female learners' experiences of using mobile apps based on self-regulated learning (SRL) to assist their English listening and speaking skills outside classrooms. Findings from the study demonstrate the affordances of mobile apps in enhancing L2 learners' SRL through accessibility and portability in offering adult learners to practice and engage with study materials according to their personal interests and learning progress. Simultaneously, it provides adult learners with the opportunity to access learning materials anytime and anywhere, which not only lowers their anxiety but also encourages them to participate fully in class.
This study examined Taiwanese ESL learners\u27 perception and production of English interdental f... more This study examined Taiwanese ESL learners\u27 perception and production of English interdental fricatives (IFs) with respect to three variables: perception errors, production errors, and three ranges of length of residence (LOR) in the US (LOR \u3c 1 year; LOR= 3-4 years; LOR ; at least 7 years). Through the investigation, several relationships among perception, production errors, and LOR were revealed. In addition, the types and patterns of the pronunciation errors as well as the phonological processes involved in the mispronunciations were investigated. The instrument included both perception and production tasks, as well as a demographic questionnaire. More specifically, the production task contains two syllable positions: word initial and word final; two sources: word list and text. The data were analyzed through auditory and spectrographic devices with an involvement of an inter-rater agreement. The results showed that there was a positive relationship between perception and p...
Although videos are now used pervasively in English as a Foreign Language settings, most existing... more Although videos are now used pervasively in English as a Foreign Language settings, most existing literature centers on learners as knowledge receivers or passive video viewers (Lialikhova, 2014; Fisher & Frey, 2015; Bakar et al., 2019). Rarely do studies involving videos engaged learners as knowledge generators or active, self-directed learners. To fill this research gap, the current study examined the effects of the online-video pronunciation dictionary YouGlish, which employs a lexical approach on learners' speaking skills, including pronunciation, intonation, word usage, and strategies that learners applied while using YouGlish as well as their reactions to it. The results revealed that YouGlish can help learners make progress in their oral skills, especially in terms of word usage, by providing meaningful context that helps them comprehend how oral English is used in real life. The findings revealed the process of using YouGlish generated students to become more active and self-directed learners, rather than remained as passive receivers of knowledge.
This review summarizes the relevant research on the use of information and communication technolo... more This review summarizes the relevant research on the use of information and communication technology (ICT) in education. Specifically, it reviews studies that have touched upon the merits of ICT integration in schools, barriers or challenges encountered in the use of ICT, factors influencing successful ICT integration, in-service and pre-service teachers’ attitudes, perceptions, and confidence in using ICT as well as the importance of school culture in the use of ICT. This review discusses gaps in the literature and the directions that future studies may take to address these gaps.
An increasing number of language learning websites, podcasts and audiobooks are created for users... more An increasing number of language learning websites, podcasts and audiobooks are created for users to access via mobile phones. While studies conducted on the use of mobile applications (apps) in language learning and teaching for students or working adults have been highly positive, few have explored other motivations, such as leisure or personal interests. Therefore, this paper explores ten adult female learners' experiences of using mobile apps based on self-regulated learning (SRL) to assist their English listening and speaking skills outside classrooms. Findings from the study demonstrate the affordances of mobile apps in enhancing L2 learners' SRL through accessibility and portability in offering adult learners to practice and engage with study materials according to their personal interests and learning progress. Simultaneously, it provides adult learners with the opportunity to access learning materials anytime and anywhere, which not only lowers their anxiety but also encourages them to participate fully in class.
Although videos are now used pervasively in English as a Foreign Language settings, most existing... more Although videos are now used pervasively in English as a Foreign Language settings, most existing literature centers on learners as knowledge receivers or passive video viewers (Lialikhova, 2014; Fisher & Frey, 2015; Bakar et al., 2019). Rarely do studies involving videos engaged learners as knowledge generators or active, self-directed learners. To fill this research gap, the current study examined the effects of the online-video pronunciation dictionary YouGlish, which employs a lexical approach on learners' speaking skills, including pronunciation, intonation, word usage, and strategies that learners applied while using YouGlish as well as their reactions to it. The results revealed that YouGlish can help learners make progress in their oral skills, especially in terms of word usage, by providing meaningful context that helps them comprehend how oral English is used in real life. The findings revealed the process of using YouGlish generated students to become more active and self-directed learners, rather than remained as passive receivers of knowledge.
Previous research has addressed the effects of digital storytelling (DST) on verbal English compe... more Previous research has addressed the effects of digital storytelling (DST) on verbal English competence and demonstrated that students engage more and learn more effectively. However, the relationsh...
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