Engaging K-12 Language Learners in Media Literacy

Egbert, Joy; Neville, Chon

doi:10.1002/tesj.182

Cited by 49 publications

(5 citation statements)

References 7 publications

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“…They also mention about the hybridization of institutes by which the integration of online sources for online learning takes place simultaneously with the real-time classroom based instruction and so learning happens in both ways. Egbert & Neville (2015) point out the necessity to improve media literacy especially amongst higher secondary school pupils. In the wake of the rampant Internet use of teenagers and adolescents for exploration and discovery of things, they suggest an intensive focus on improving the digital literacy in order to enable them to differentiate realities from fakes.…”

Section: Literature Reviewmentioning

confidence: 98%

Electronic Reference Tools in EFL Classes

Habbash¹

2017

IJEL

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Electronic reference tools viz. dictionaries, wikis, explorers, translators etc. tender a great support to the EFL learners in understanding different aspects of the lexical, syntactical, phonological and semantic complexities. In view of the usefulness of online reference tools, it is hypothesized that extensive use of the tools in classrooms expedites the acquisition of the language. In an effort to establish the correlation between the effective use of the tools and the acquisition of English as a foreign language, it is proposed to take up a study that aims at finding out the impact of using Electronic reference tools in EFL classrooms. The study was conducted with two groups of learners of English as a foreign language who completed their yearlong English language course that is mandatory for continuing their bachelors' course. By using purposive sampling method the participants of the study were selected and were divided into group A and group B based on the levels of success in their acquisition of English required for continuing their bachelor's courses. The levels of success were determined based on a diagnostic test conducted at the end of their one-year English language program, and graded in light of the Interagency Language Round Table Scale (ILRS). The students who obtained ILRS +3 level and above in the test were included in group A, and the students who obtained below ILRS 3 level are included in group B. The final sample of the students in both the groups were provided with a questionnaire of Likert scale that is followed by face-to-face interviews. By employing mixed method model of research, the correlation between their use of online reference tools and their level of success in learning the language were established. The results show a positive correlation that confirms the use of online and electronic reference tools is an essential learning strategy both within and out of the classroom learning as well as for expediting the learning process.

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Section: Literature Reviewmentioning

confidence: 98%

Electronic Reference Tools in EFL Classes

Habbash¹

2017

IJEL

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“…La implementación de dispositivos móviles en educación ofrece infinidad de ventajas entre las que podemos destacar la ubicuidad y portabilidad (Goundar y Kumar, 2022); fácil accesibilidad (Aznar-Díaz et al, 2018a); ofrecer retroalimentación inmediata (Mohsen y Khatony, 2019); atención individualizada y adaptada a las necesidades e intereses del alumnado (Grant, 2019); el papel activo del alumno en el proceso de enseñanza-aprendizaje (Robles-Altamirano y Barreno-Salinas, 2016;Drexler, 2010); mejorar el rendimiento escolar (Arain et al, 2018;Aznar-Díaz et al, 2018b); incrementar los niveles motivacionales (Egbert y Neville, 2015); fomentar una actitud positiva (Segura-Arias, 2021), un aprendizaje flexible y continuo; y por último, promover la competencia digital (Egbert y Neville, 2015). En este sentido, conviene destacar que la competencia digital es una de las competencias clave que deben desarrollar los individuos para una buena realización personal, integrarse en la sociedad y participar de forma activa en la ciudadanía (Consejo de la Unión Europea, 2018).…”

Section: Mobile Learningunclassified

“…, yXu (2020). De manera similar, el m-learning permite aumentar la motivación(Egbert y Neville, 2015) hacia el aprendizaje (Alhebshi y Gamlo, 2022; Al-Shehab, 2020; Chaya y Inpin, 2020;Jia et al, 2019;Khan et al, 2021;Ma y Yodkamlue, 2019;Wu et al, 2021;Xodabande y Hashemi, 2022) al conseguir aumentar el interés del alumnado a través del uso de novedosas herramientas y aplicaciones tecnológicas.…”

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El mobile learning en el aprendizaje del inglés en la Educación Superior: una revisión sistemática

Gobantes

2023

RiiTE

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Learning English as a foreign language is crucial to cope in a globalized society. Moreover, technological advances along with the integration of ICT into education in the last decades have enhanced the teaching-learning process thanks to the emergence of new tools and modes of teaching, such as mobile learning. To ascertain whether mobile learning benefits the process of learning English as a foreign language, a systematic review of qualitative design was conducted. During the research process, 38 articles that met the eligibility criteria were retrieved and thus, they were classified depending on their object of study. This paper concludes that mobile learning fosters the development of the communicative competences (oral comprehension, oral production, written comprehension and written production) to learn English as a foreign language at Higher Education. Similarly, positive results have also been noted regarding the linguistic competences of vocabulary and pronunciation to learn English at Higher Education. Nevertheless, greater disparity of results is found in relation to grammar learning. Finally, a change of research tendency is noted in the last two decades regarding English learning through m-learning given that oral production has gone from being the third most studied communicative competence to be the most analysed, followed by vocabulary learning. Aprender inglés como lengua extranjera es esencial para desenvolverse en una sociedad globalizada. Además, los avances tecnológicos y la introducción de las TIC en el campo de la educación durante las últimas décadas han permitido mejorar el proceso de enseñanza-aprendizaje gracias a creación de nuevas herramientas y modalidades de enseñanza, como por ejemplo el aprendizaje móvil (mobile learning). Para comprobar si el mobile learning favorece el aprendizaje del inglés se llevó a cabo una revisión sistemática de corte cualitativo. Durante la búsqueda de estudios, se recuperaron 38 que cumplieron los criterios de elegibilidad y se clasificaron de acuerdo al objeto de estudio. En este trabajo se concluye que el mobile learning favorece el desarrollo de las competencias comunicativas (comprensión oral, producción oral, comprensión escrita y producción escrita) para aprender inglés como lengua extranjera en enseñanzas superiores. Del mismo modo, también se evidencian resultados positivos para el desarrollo de las competencias lingüísticas de vocabulario y pronunciación para aprender inglés en Educación Superior. Sin embargo, se encuentra una mayor disparidad de resultados en relación al aprendizaje de la gramática. Por último, se señala un cambio de tendencia de las competencias analizadas en las últimas dos décadas en relación al aprendizaje del inglés a través del mobile learning puesto que la producción oral ha pasado de ser la tercera competencia comunicativa a ser la competencia más estudiada, seguida del aprendizaje de vocabulario.

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“…Mobile phone games motivate the learners to use language learning inside or outside the classroom (Egbert & Neville, 2015). The real advantage is that the usage of digital games is the source of enhancement in the learners' results (Green, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

A Case Study of English Language Learning in a Mobile Game-Assisted Environment During the Covid-19 Lockdown

Shehzad

2021

UOCHJLL

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The research explores the motivational role of digital mobile games and the effect of anxiety/stress upon the participants during English Language Learning (ELL). Moreover, it also describes how the digital games develop the participants' interest and how these are helpful in ELL during the COVID-19 lockdown. It is the case study of three (03) English language learners with a secondary level of English proficiency, stuck at home due to COVID-19 lockdown in Pakistan. The participants were asked to play Spaceteam ESL, a digital mobile game that demands fluent oral exchanges of information. The participants played Spaceteam ESL in three (03) sessions, and every session consisted of an hour. Then the data was collected through the observation method and semi-structured interviews from the participants. Findings reveal that the participants' continuous responsive interaction during the game and the sense of not being judged by a teacher create a non-threatening and stress-free zone. It develops the participants' greater interest, becomes the ELL source, and has fun and killing time during the COVID-19 lockdown. The research is distinctive because its observations are based upon the outside classroom environment. In addition, it also finds the pedagogical utilisation and different features of Spaceteam ESL helpful in ELL. Keywords: digital games, language teaching tools, English language learning, Anxiety, MALL

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Engaging K-12 Language Learners in Media Literacy

Cited by 49 publications

References 7 publications

Electronic Reference Tools in EFL Classes

Electronic Reference Tools in EFL Classes

El mobile learning en el aprendizaje del inglés en la Educación Superior: una revisión sistemática

A Case Study of English Language Learning in a Mobile Game-Assisted Environment During the Covid-19 Lockdown

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