A Description and Evaluation of Hot Potatoes Web-authoring Software in Educational Settings

Sadeghi, Nabiollah; Soleimani, Hassan

doi:10.17507/tpls.0511.28

Cited by 5 publications

(2 citation statements)

References 4 publications

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“…Hot Potatoes was invented by the Research and Development team at the University of Victoria Humanities Computing and Media Centre which functions for creating web-based learning exercises (Erben et al, 2009). Furthermore, Hot Potatoes also gives a great influence in pedagogical settings, especially in facilitating the learning process (Sadeghi & Soleimani, 2015). In relation to students' motivation, Hot Potatoes exercises are applicable to learn business correspondence which may be considered hard to design.…”

Section: Introductionmentioning

confidence: 99%

Enacting Hot Potatoes to engage and motivate the undergraduate learners in the Business Correspondence course

Indrian

2022

ELTF

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Technology has become the answer to students’ interests to be engaged in the learning process. In this case, the use of the Hot Potatoes application was employed to facilitate students’ needs in learning the Business Correspondence course. This study was a content analysis that employed the CALL approach as the assistance of students’ learning process (Egbert & Shahrokni, 2018). This study aimed to investigate the implementation of the Hot Potatoes application to assist students to learn the materials of three topics of Business Correspondence, namely Replying to a Job Applicant, Requesting a Service, and Confirming a Service (Lougheed, 2003). The results showed that the use of Hot Potatoes web-based learning brought beneficial impacts to students’ learning process of Business Correspondence course of the fourth-semester students. The researcher discovered that the implementation of this application engaged students’ attention and motivated them to be involved mindful for the learning activity. Moreover, Hot Potatoes exercises helped the students comprehend the elements of a letter and vocabulary and expressions used based on the context of the letter. The researcher suggests that future researchers can fill in the gap on how the Hot Potatoes application can be applied in various courses in English Language Departments.

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Section: Introductionmentioning

confidence: 99%

Enacting Hot Potatoes to engage and motivate the undergraduate learners in the Business Correspondence course

Indrian

2022

ELTF

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“…Among other possibilities of the use of computers as instructional tools, use of computer authoring tools can be an important step in integrating technology in language classrooms. Use of these tools has been proved effective in EFL reading instruction (Davies, Walker, Rendall, & Hewer, 2011;Sadeghi & Soleimani, 2015). Likewise, mobile language learning (MALL) has also gained popularity in the past two decades.…”

Section: Introductionmentioning

confidence: 99%

Effect of Technology Enhanced Language Learning on EFL Reading Comprehension at Tertiary Level

Journal¹,

Taj²,

Ali³

et al. 2017

Preprint

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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.

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Designing Interactive Exercises for Corpus-Based English Learning with Hot Potatoes Software

Wang

Hao

2017

Emerging Technologies for Education

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A Description and Evaluation of Hot Potatoes Web-authoring Software in Educational Settings

Cited by 5 publications

References 4 publications

Enacting Hot Potatoes to engage and motivate the undergraduate learners in the Business Correspondence course

Enacting Hot Potatoes to engage and motivate the undergraduate learners in the Business Correspondence course

Effect of Technology Enhanced Language Learning on EFL Reading Comprehension at Tertiary Level

Designing Interactive Exercises for Corpus-Based English Learning with Hot Potatoes Software

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