No abstract

The study investigated the impact of the affordance of computer assisted language learning (CALL) and mobile assisted language learning (MALL) on EFL reading comprehension at tertiary level. Pre-formed intact groups were used to conduct this quasi-experimental study. It used a pretest and post-test control group design. The participants were 122 first year university students. Computer-based reading comprehension exercises were used as intervention that lasted for six weeks. Vocabulary was pre-taught through WhatsApp. Post-test results of the reading comprehension achievement test revealed that the treatment group outperformed their counterparts in the control group. The results indicate the significance of technology incorporation in language learning process. The study shows the effective use of technology in EFL reading instruction. It works best when integrated in the instructional scheme. Results of the study also suggest that freely available technological resources can be used to create a conducive reading environment. The study needs to be replicated with bigger sample and longer period of intervention for more accurate results.

The aim of the present study was to understand the reasons of MA TEFL students’ silence and unwillingness to participate in class discussions as perceived by their professors. A qualitative method was conducted to understand the issue from teachers’ perspectives at three different Iranian universities (Alzahra University, Tehran University and Azad University). Qualitative data were collected through observational check-list, field notes and semi-structured interviews with 12 professors to reflect their understanding of students’ silence and the ways of involving them in class activities. Then, thematic analysis was run to answer the related research questions. The results of professors’ perspective through thematic analysis have mirrored four different reasons including affective, lingu-cognitive, sociocultural and pedagogical reasons. Some further strategies were proposed by the professors for breaking the wall of silence. The study ended with a number of pedagogical implications.

No abstract

Computer Assisted Language Learning (CALL) has brought enormous developments in teaching and learning process recently. Teaching with computer technology using different methodologies is one of the widely investigated areas in education sector nowadays. This research aims at exploring the efficacy of Computer Assisted Language Teaching (CALT) using Desire2Learn (D2L) Educational software, for teaching subject-verb agreement deductively at Al-Majma'ah University in Saudi Arabia. This study also investigates the attitude of Saudi EFL learners towards CALT-D2L's effect on their learning achievement. Sixty nine undergraduate students of level three from Department of English, College of Education, Al-Majmaah University, were involved in this study. The sample was divided into two groups: (CALT-D2L "Experimental Group" while the other traditional chalk and talk method based as "Control Group". Analysis of the data of both groups indicates that experimental group outperformed control group in term of the percentage of result compared. Moreover students exhibit positive attitude towards using D2L software in grammar learning.

Students who have psychological problems in their lives may also have problems in their academic performance. Inculcating Spiritual Intelligence (SI) is believed to be able to overcome psychological problems (Piedment, 2001) such as depression, anxiety and stress. However, not every student has the inspiration and knowledge to enhance their own SI. At Universiti Malaysia Pahang (UMP), a module has been developed for this purpose. The UMP SI module focuses on Islamic values to enhance the role of `Man as Caliph (leader)' and the connection between human and God. The objectives of this study are 1) to examine the effectiveness of the module on the students' emotional wellbeing and 2) to observe how it helps them to have more control of their lives. A qualitative research design was employed to collect data through interviews and reflections from 20 students who voluntarily participated in this study.Participants were required to apply the SI module in their daily lives for 40 days. They provided positive feedback especially after they had implemented the module. From the responses, there were positive changes in their behaviour especially when dealing with their emotions. The module was able to help them relieve stress, work better with others and become more focus in the classrooms. These findings revealed that the UMP SI Module is useful to university students and will also be beneficial for educators and counsellors to enhance students' psychological wellbeing.

No abstract

The integration of information and communication technology is becoming a must for todays’ English as a second language teaching. Of late, worldwide situations and proven effectiveness have made technology integration necessary for educators to move with the flow. However, technology integration for English as a second language teaching environment among English educators in Pakistan is questionable. Therefore, this study aims to find out the barriers English language educators face in integrating technology in their teaching environments in the country. The study employed a mixed-method research design to collect data via an online questionnaire and interview protocols. The samples consist of 39 tertiary-level Pakistani ESL educators who responded to the online survey, and eight were chosen as interviewees. The findings revealed the unavailability of technology resources and lack of computer knowledge and skills training as part of the educators’ professional development as the core barriers to the technology-integration teaching in the country. The study calls for rigorous development and implementation of technology-based facilities and resources from the local authorities to be made available for the educators to incorporate in their English language teaching environments. The research also advocates for more intensive upskilling technology-based training for the educators as part of their continuous professional development programmes.