Conversations through Web 2.0 tools: Nurturing 21st century Values in the ESL Classroom

Jose, Kshema

doi:10.21659/rupkatha.v13n2.35

Cited by 4 publications

(3 citation statements)

References 13 publications

(14 reference statements)

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“…In a study conducted by Jose (2021), it was concluded that participation in communication, cooperation, critical thinking and creativity activities carried out through web 2.0 tools can gain participants' curiosity, patience, harmony and sociocultural awareness.…”

Section: Resultsmentioning

confidence: 99%

Developing Secondary School Students’ 21st Century Skills Through Online Science Education with Web 2.0 Tools

Efe

TURAN>

Topsakal

2022

İnsan Ve Sosyal Bilimler Dergisi

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Bu çalışmada çevrimiçi fen dersinde Web 2.0 araçlarının kullanımının ortaokul öğrencilerinin 21.yy becerilerine etkisi incelenmiştir. Araştırmanın örneklemini 7. sınıfta öğrenim gören 8 kız ve 6 erkek olmak üzere 14 öğrenci oluşturmaktadır. Çalışmaya katılacak öğrencilerin seçiminde kolay ulaşılabilir örneklem yöntemi kullanılmıştır. Çalışmada ünite konuları çevrimiçi ortamda web 2.0 araçları kullanılarak işlenmiştir. Çalışma toplamda 6 hafta sürmüştür ve uygulama süresince öğrencilere her hafta farklı bir Web 2.0 aracı tanıtılmış ve uygulanmıştır. Araştırmanın modeli nicel ve nitel yöntemlerin bir arada olduğu karma modeldir. Bu doğrultuda araştırmada nicel veri toplama aracı olarak Gülen & Çakır (2013) tarafından geliştirilen “21. Yüzyıl Öğrenme Becerilerinin Düzeyi Envanteri”, nitel veri toplama aracı olarak ise araştırmacı tarafından geliştirilen “21. Yüzyıl Becerileri Açık Uçlu Soru Formu” ve 21. Yüzyıl becerilerinin gelişimini belirlemek için “Sınıf Gözlem Formu” uygulanmıştır. Elde edilen nicel verilerin analizinde SPSS programı, nitel verilerin analizinde ise içerik analizi uygulanmıştır. Çalışmanın sonucunda 21.yy becerilerine yönelik yapılan ön test ve son test sonucunda son test lehine anlamlı bir farklılık olduğuna ulaşılmıştır. Öğrencilerin 21.yy öğrenme ve yenilenme becerileri, liderlik ve sorumluluk, problem çözme, medya ve teknoloji okuryazarlığı, iletişim, iş birliği, girişimcilik ve üreticilik temalarında olumlu yönde gelişme gösterdiğine ulaşılmıştır.

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Section: Resultsmentioning

confidence: 99%

Developing Secondary School Students’ 21st Century Skills Through Online Science Education with Web 2.0 Tools

Efe

TURAN>

Topsakal

2022

İnsan Ve Sosyal Bilimler Dergisi

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“…Students need to be more prepared for the challenges and uncertainty in the future, they need to be self-determined learners who are able to think, learn, and solve problems independently (Blaschke & Hase, 2015). Self-determined learning skills will enable students to develop capacity in foundational literacies (e.g., digital skills), competencies (e.g., interpersonal skills) and character qualities (e.g., taking initiative) (Jose, 2021; World Economic Forum, 2015), which are crucial in fourth industrial revolution environment. Together, the four principles clearly formulate the construct of self-determined learning.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Psychometric Properties Assessment of Postgraduate Self-Determined Learning Questionnaire (PSLQ): A Mixed Method Approach

Chia Chun,

Samsudin,

Abdullah

2024

Sage Open

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Postgraduate students need to be equipped with self-determined learning skills in order to meet the demands of higher degree and employment in the fourth industrial revolution (IR 4.0) environment. However, the lack of analysis conducted on item level for validating the measurement of postgraduate students’ self-determined learning skills prompted the development of The Postgraduate Self-determined Learning Questionnaire (PSLQ) to fill in the research gaps. This paper aimed to assess the psychometric properties of the newly developed 42-item instrument through a mixed method approach as no study has evaluated the psychometric properties of PSLQ at the item level through Rasch model analysis. Quantitatively, 440 postgraduate students were sampled from a higher education institution in Malaysia to answer the questionnaire. Qualitatively, 10 respondents from science and non-science disciplines were interviewed. The paper reports findings on the psychometric properties of PSLQ through Rasch Rating Analysis and participants’ perspectives on the item validity. The results revealed that the items in PSLQ demonstrated good psychometric properties for the measurement of self-determined learning skills of postgraduate students. Implications of the study were discussed in this paper. Future studies can further investigate the psychometric properties of PSLQ according to students’ discipline of study.

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“…However, many educational systems primarily focus on foundational literacies, overlooking the development of these essential skills. This research explores how English as a second language (ESL) teachers can foster competencies and character qualities through language development tasks using digital tools [14].…”

Section: Introductionmentioning

confidence: 99%

Digital Technologies in Language Education: A Comprehensive Review and Analysis

Widad Ma,

Azman Che Mat,

Ghazali Yusri Ab Rahman

et al. 2024

ARASET

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This systematic literature review examines the role and efficacy of digital storytelling (DST), the robot-DST strategy, and the normalization of computer-assisted language learning (CALL) in language education. The review is based on a range of studies published between 2019 and 2023 and follows the PRISMA approach for systematic reviews and meta-analysis. The analysis includes the evaluation of training, validation, and testing stages, with the search employing the keywords "educational technologies" to identify relevant articles. The review's findings highlight the potential of digital storytelling as a multimodal approach to language education. However, the limitations of traditional DST methods are also scrutinized. To address these limitations, the study proposes a robot-based DST approach, robot-DST, to enhance student engagement and promote interaction. The effectiveness of this approach is evaluated through a quasi-experimental study conducted in an English as a Foreign Language (EFL) course, comparing it with the conventional animation-based DST approach. Furthermore, the review explores the normalization of computer-assisted language learning (CALL) and the evolving communicative competencies needed for the digital generation. It also delves into the role of digital technology in reshaping academic journals and emphasizes the importance of integrating digital tools in reading instruction within university curricula. While acknowledging the existing inadequacies in current methodologies, the study serves as an inspiration for future researchers. It provides a solid foundation for developing and implementing innovative solutions in language education. In conclusion, this systematic literature review sheds light on the transformative role of digital technologies in language education. It highlights the potential of digital storytelling, introduces the robot-DST strategy as an alternative approach, and explores the normalization of CALL. The review emphasizes the need for integrating digital tools and fostering evolving communicative competencies to meet the demands of the digital generation. It also underscores the importance of further research and innovation in developing effective solutions for language education.

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Conversations through Web 2.0 tools: Nurturing 21st century Values in the ESL Classroom

Cited by 4 publications

References 13 publications

Developing Secondary School Students’ 21st Century Skills Through Online Science Education with Web 2.0 Tools

Developing Secondary School Students’ 21st Century Skills Through Online Science Education with Web 2.0 Tools

Psychometric Properties Assessment of Postgraduate Self-Determined Learning Questionnaire (PSLQ): A Mixed Method Approach

Digital Technologies in Language Education: A Comprehensive Review and Analysis

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