The advent and development of technologies such as artificial intelligence have created benefits and challenges for educational stakeholders. Artificial intelligence, such as OpenAI’s Chat Generative Pre-trained Transformer (ChatGPT), has brought new benefits, challenges and pressures for higher educational institutions. There are relatively few reports of how students perceive and intend to use ChatGPT. Taking cognizance of these, the research explored students’ perceptions and intentions to use ChatGPT in their higher education. Guided by two hypotheses and a mixed-method approach, the analysis revealed no statistical relationship between perception and intention to use ChatGPT. Despite this statistical relationship, the study reported students’ positive perceptions towards ChatGPT, and intentions to use ChatGPT and advocated its adoption in education. Based on these findings, the study offers implications for educational practices and further research.
The emergence of the coronavirus disease saw the closure of schools as well as a hitch in the application of the face-to-face approach to classroom interaction. During this period, digital technologies presented a useful alternative. In the present study, we examined the use of digital technologies among students of the University of Cape Coast during the coronavirus pandemic. The study relied on a qualitative research design involving interviews with 10 students. The findings revealed that students used mainly mobile phones and laptops to facilitate learning during the pandemic. It was also found that these devices had essential software such as Moodle, Zoom, WhatsApp, and YouTube installed on them, which enabled interactions between course instructors and students. Again, we found that these technologies were useful in helping students develop information-seeking, typing and research skills. However, the use of these devices came with some challenges, such as the breakdown of the machines, expensive data bundles, and unfamiliarity with the operational procedures of software. Students adopted various coping strategies in dealing with these problems. Based on these findings, the study highlighted some implications for practice.
This research departed from the result of training on the development of online learning design for secondary school teachers before the pandemic. On that training, WhatsApp is the best choice to be implemented by the teachers. In this research, WhatsApp-based learning design is chosen to facilitate English teachers during learning from home. As a result, the impact for students is that their learning outcomes were positively correlated to their perception, knowledge, motivation, and attitudes during learning from home using WhatsApp. Then, the implication of this research is that English teachers have competitiveness and also competence in the utilization of digital technology, especially in developing English learning designs while they taught from home.
Genre studies have tended to focus on academic contexts, with little attention to professional settings. Against this backdrop, this study set out to conduct a corpus-based genre analysis of letters of regularization written to land institutions in Ghana. The study adopted a textual analysis, informed by the ESP approach to genres, and supplemented it with a corpus-based analysis to examine 40 letters of regularization. The analyses revealed that the most frequent move in the letters of regularization was the ‘Purpose of the letter’. Although the ‘Reason for the application’ move was not obligatory, it took much textual space in the letters. As regards lexicogrammatical features, politeness was embedded and expressed in ‘if clauses’ to mitigate direct impositions on the reader. Additionally, gratitude was mainly construed as a quality and as a process in the letters. Based on these findings, the study offers implications for further research and practice.
Developing the writing skills of ESL students have been the focus of language education scholars for the past three decades. This relates to the importance writing has accrued among the other language skills. Collaborative learning has been debated as an approach to improve the writing skills of students. The study investigated (a) the perceptions of ESL students towards collaborative learning, and (ii) the perceived effect of collaborative learning on the writing skills of ESL students. Thirty participants from an English language course were randomly sampled. The quantitative analyses and discussion show that students have a positive perception towards collaborative learning which influences their interest to be actively and frequently engaged in it. Peer feedback was essential to improving the writing skills and developing general language skills through collaborative learning. The study reports an overall effect of collaborative learning improving the writing skills of learners. After providing the limitations of the study, implications and recommendations are stated for further research.
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