Assessment of Language Learning Strategies in Technology-Enhanced Learning Environment

Bin-Hady, Wagdi Rashad Ali; Al-Kadi, Abdu; Alzubi, Ali Abbas Falah; Mahdi, Hassan Saleh

doi:10.4018/978-1-7998-3062-7.ch005

Cited by 8 publications

(10 citation statements)

References 27 publications

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“…The study also revealed that only male students used such strategies, primarily because female students in Yemen may not talk with males on social media, and some students may not be allowed to own a mobile because of their conservative customs. In a previous study, Bin-Hady et al (2020) found that Yemeni EFL learners use LLSs in technology environments less than their Saudi counterparts. They justified such finding by the lack of technology infrastructure in the Yemeni learning context as opposed to the rich availability of such technologies in the Saudi context.…”

Section: Discussionmentioning

confidence: 89%

“…The study revealed that students used the informal learning strategy of accessing social media like watching movies and other audiovisual resources. In the Arab educational contexts, Bin-Hady et al (2020) explored the use of LLSs with technology in two settings, Yemen and Saudi Arabia. The study found that Saudi EFL learners used LLSs more than the Yemenis.…”

Section: Informal Learning Strategies and Technologymentioning

confidence: 99%

“…Students need to use learning strategies to improve their language skills however challenging this might be (Hockly, 2013). While there is a plethora of studies that have focused on technology use in the L2 classroom in the Middle East (Alassaf, 2014;Ali, 2017;Bin-Hady, Al-Kadi, Alzubi, & Mahdi, 2020;Kareem, 2017), there is a dearth of research studies in the tertiary context of Yemen. Similarly, some studies have focused on online informal L2 learning (Jurkovi c, 2019;Isbell, 2018;Sockett, 2013), but there are no such studies done in Yemen.…”

Section: Introductionmentioning

confidence: 99%

“…Yemen has been in a state of war for the past seven years with a deteriorating economy and little government concern for the use of technology in higher education. There is a need for a study that explores the use of technology in a challenging learning context like Yemen, where the internet is still very slow and not accessible to everybody (Bin-Hady et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

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The use of technology in informal English language learning: evidence from Yemeni undergraduate students

Bin-Hady

Al-Tamimi²

2021

LTHE

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Purpose This study aims to explore the use of technology-based strategies by Yemeni undergraduate students to develop their English as a foreign language skills in informal learning settings. Design/methodology/approach A mixed methods research design was used to collect quantitative and qualitative data from 110 undergraduate students enrolled at the English Departments in two universities in Yemen. In the first phase of the study, 10 students were interviewed to obtain information about their use of technology to develop their English language skills and subsystems in informal settings. Following the analysis of the interview data, a questionnaire was built to collect quantitative data, and the second phase of the study was carried out with 100 undergraduate students. Findings The findings revealed that students developed four technology-based strategies that they used in informal settings. These strategies included using social media, being inspired by someone, accessing social networks and websites. Students reported that these strategies helped them develop their listening, speaking and reading skills, while they also reported that their vocabulary was enhanced over grammar and pronunciation. Research limitations/implications The study findings can be of benefit not only for helping to raise students’ awareness of informal learning strategies to develop their English skills outside the classroom but also for teachers to rethink the importance of integrating technology tools and digital resources in their teaching practice. The results could also guide curriculum designers to augment textbook materials by integrating technology-based informal learning strategies. Originality/value This is the first study on this topic conducted in the context of higher education in Yemen and offers unique insights into informal learning practices of Yemeni students. In addition, the findings of the study open new dimensions for rethinking the classification of language learning strategies to include those that are technology-based and mainly useful for independent informal learning.

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Section: Discussionmentioning

confidence: 89%

Section: Informal Learning Strategies and Technologymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The use of technology in informal English language learning: evidence from Yemeni undergraduate students

Bin-Hady

Al-Tamimi²

2021

LTHE

Self Cite

View full text Add to dashboard Cite

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“…Social networking sites like Google, Twitter, YouTube, Facebook, and LinkedIn hold a great deal of promise to help students learn online by helping them access information they can use to enrich, develop, edit, and sharpen their knowledge (Bin-Hady & Al-Tamimi, 2021;Gaytan, 2013). With the rapid development of technology and the meteoric popularity of social media, there are diverse opportunities today to evaluate learning and inspire learners (Bin-Hady et al, 2020;Gikas & Grant, 2013).…”

Section: Introductionmentioning

confidence: 99%

The EFL Learning Process: An Examination of the Potential of Social Media

ABDALGANE¹

2022

WJEL

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Social media as a technological tool has recently come to support learning in both academic and public use. Students typically use social networks to enhance their education by discussing and exchanging academic content. However, its impact that needs carefully study to the vast inroads that social media has made into the academic sphere. Therefore, the purpose of this study is to examine its impact on the process of learning English language in English as a Foreign Language (EFL) contexts. It also aims to determine the impact of employing a social media platform in the Saudi classroom on the learning of EFL students. This study explores the role of social media by giving a panoramic view of the types of social media and social networking sites, the use of social medias in education, social media in learner engagement, social media and students' achievement, social media application in the EFL classroom and finally, social media research in the Saudi higher education scene, and the challenges of each of these. This study concludes that students can benefit the most from these media when they are encouraged to use their mobile devices as learning tools. This conclusion echoes earlier findings in the Saudi context that showed the positive impact of social media applications in boosting students' English language learning. Based on a review of the literature gathered from diverse sources, it is recommended to investigate the inclusion of social media applications, platforms and sites in the English language course descriptions at Saudi universities.

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A study of Yemeni EFL students' perceptions on the role of learning technologies in developing creativity and autonomy

Bin-Hady,

Ali

2024

LHT

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PurposeThis study probed the impact of using learning technologies (LT) on developing Yemeni English as a foreign language (EFL) students' autonomy and creativity toward English language learning. Also, the research gauged if LT impacts learners' autonomy and creativity across gender and university-type variables.Design/methodology/approachThe study utilized a valid and reliable questionnaire, comprising 20 close-ended items, which was administered to 109 Yemeni EFL undergraduate students.FindingsThe researchers found that LT positively impacts learners' creativity and autonomy, with mean scores of 4.09 and 3.86, respectively. Furthermore, the results showed a medium correlation between creativity and autonomy with a correlation coefficient of r = 0.63 at a probability of Sig = 0.00. Likewise, the results revealed that LT impacted female learners' creativity more significantly than their male counterparts (Sig = 0.047). Nevertheless, no significant differences were found pertaining to the impact of LT on students' autonomy across public and private universities (Sig = 0.213).Social implicationsEFL teachers are advised to encourage their students' autonomy and creativity throughout their lifelong learning journey in order to adapt to the ever-changing demands of the world.Originality/valueThis study investigates the impact of learning technology on Yemeni EFL students' autonomy and creativity.

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Assessment of Language Learning Strategies in Technology-Enhanced Learning Environment

Cited by 8 publications

References 27 publications

The use of technology in informal English language learning: evidence from Yemeni undergraduate students

The use of technology in informal English language learning: evidence from Yemeni undergraduate students

The EFL Learning Process: An Examination of the Potential of Social Media

A study of Yemeni EFL students' perceptions on the role of learning technologies in developing creativity and autonomy

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