A conceptual model for integrating affordances of mobile technologies into task-based language teaching

Xue, Sijia

doi:10.1080/10494820.2019.1711132

Cited by 29 publications

(27 citation statements)

References 44 publications

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“…-predominance of various forms of self-education, involving the widespread introduction of new systems of communication and information technologies elements [14,15,1,17,18].…”

Section: Resultsmentioning

confidence: 99%

Conceptual model of the national pedagogical university education

2020

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“…-predominance of various forms of self-education, involving the widespread introduction of new systems of communication and information technologies elements [14,15,1,17,18].…”

Section: Resultsmentioning

confidence: 99%

Conceptual model of the national pedagogical university education

2020

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“…The students were divided into groups with distinct duties in undertaking the activities. The MA-TBLT included the before, during, and after activities (Xue, 2020) and self-regulated students in those stages.…”

Section: Findings and Discussionmentioning

confidence: 99%

A Cultural-Historical Activity Theory (CHAT) Analysis on Educational Psychology Class: The Challenges in Delivering a Fully Online Classroom Environment

Andriani

Priskananda

Budiraharjo

2022

JFLTL

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In assisting students’ transformation, classes provide activities with face validity. This paper aims to provide readers with cultural-historical activity theory (CHAT) analysis of Educational Psychology class at a private university in Yogyakarta. Activity Theory is a theoretical framework for the study and interpretation of human interaction through the use of instruments and objects. It provides a holistic and contextual discovery approach that can be used to help qualitative and interpretive research. Activity Theory is especially important in circumstances that have a large historical and cultural context and where participants, their goals and their tools are in a state of rapid and continuous change. Few studies explored the use of CHAT framework to reveal the challenges in providing a fully online class in a higher education. Therefore, this study intended to explore the practical importance of CHAT theory use for the delivery of a class in a fully online learning environment. The results revealed the units of analysis (UoA) of the CHAT framework. In addition, the students shared some challenges they faced in relation to those units of analysis. The implication of this study is to utilize the CHAT framework as a tool to evaluate the learning process.

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“…The observation of a pharmaceutical marketing course revealed that the undergraduates who were present in the flipped classroom promoted their performance, increased teacher-student interaction, and developed positive attitudes regarding the experience. Several studies adopted an ICT learning environment into curricula and found that instructors' pedagogical strategies for building a successful supportive learning environment can improve peer interaction and enhance learning motivation and course-directed learning interest (Chang et al, 2010;Xue, 2020;Zhang et al, 2020) The tourism and hospitality industries have seen a rise in the use of ICT, as these advancements have become an indispensable asset for businesses (Law et al, 2019). Balula et al (2019) emphasized the need for higher educational institutions to embed ICT skills in tourism curricula.…”

Section: Information and Communication Technology (Ict)mentioning

confidence: 99%

The effectiveness of ICT-enhanced learning on raising intercultural competencies and class interaction in a hospitality course

Wang

Yang

Chen

2020

Interactive Learning Environments

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This study examines the effects of technology-enhanced interventions in hospitality curricula using an overarching research hypothesis-Does a course that features multi-model inputs, web-based learning opportunities and interactive communications prepare students well for their internships? Through an exploration of various influences within blended learning, this study unpacks students' responses to the pedagogical design, technology-enhanced interactions and in turn, assess for their intercultural competencies. The theoretical framework informing this study confirms the hypothesis that these multifaceted classroom activities demonstrated pedagogical effectiveness for knowledge retention. The findings showed that students' intercultural competences were significantly promoted. Students' learning interactions also improved due to the processes of video-making, sharing and discussions in the classroom. Moreover, these classroom activities significantly raised students' intercultural awareness. With regards to the effectiveness of the course for internship preparation, students showed moderate levels of satisfaction. Theoretical and practical contributions to the embedding of ICT within hospitality courses are provided.

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A conceptual model for integrating affordances of mobile technologies into task-based language teaching

Cited by 29 publications

References 44 publications

Conceptual model of the national pedagogical university education

Conceptual model of the national pedagogical university education

A Cultural-Historical Activity Theory (CHAT) Analysis on Educational Psychology Class: The Challenges in Delivering a Fully Online Classroom Environment

The effectiveness of ICT-enhanced learning on raising intercultural competencies and class interaction in a hospitality course

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