ICT and specific learning disabilities: A proposition for the use of the software Rewordify in the foreign language learning by students with reading comprehension difficulties

Athanasiadou, Panagiota; Ανδρέου, Γεωργία; Gana, Eleni

doi:10.12681/icodl.2298

Cited by 2 publications

(2 citation statements)

References 14 publications

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“…Websites with specialized editions for students and teachers have transformed English language learning (Mobinizad, 2018). However, Athanasiadou et al (2020) warned that online applications may not fully meet the needs of students with specific learning challenges like reading comprehension difficulties. Overcoming obstacles in digital literacy requires adequate preparation (Sari & Wahyudin, 2019).…”

Section: The Integration Of Web-based and Non-web-based Ict In Eltmentioning

confidence: 99%

“…Mobile applications in collaborative learning have enhanced language learning resource accessibility (Lu et al, 2022), and web-based online courses have garnered positive student feedback (Nurani & Widiati, 2021). However, it is worth noting that online applications may not fully accommodate students with specific learning impairments, such as reading comprehension difficulties (Athanasiadou et al, 2020).…”

Section: The Understanding Of Ict Integration In Eltmentioning

confidence: 99%

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Exploring the students’ perceptions of the integration of web-based and non-web-based ICT in ELT at the vocational high school in Indonesia

Dewi,

Degeng,

Razali

2024

J. Eng. Foreign. Lang.

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Numerous scholarly investigations have been conducted on students' perceptions of integrating information and communication technology (ICT) in English language teaching (ELT). However, existing research lacks specific exploration of students' perceptions regarding web-based and non-web-based ICT in vocational high schools across perspectives of understanding, ease of learning, and learning challenges. Therefore, this study aims to investigate students' perceptions of ICT integration in ELT, specifically examining web-based and non-web-based ICT across perspectives of understanding, ease of learning, and learning challenges. The research method used was a case study. The research involved six students of the two departments (Engineering and Management) at a vocational high school in Malang, Indonesia, as the participants. Data were collected through interviews and analyzed thematically. Results indicate that, based on perspectives of understanding and ease of learning, students exhibit positive attitudes towards integrating ICT, particularly web-based tools like Canva, Quizizz, and Wordwall, alongside non-web-based tools such as LCD and tablet, citing enhanced learning processes. Conversely, in the perspective of learning challenges, challenges like poor internet connectivity for web-based ICT and operational issues for non-web-based tools persist. This study emphasizes the importance of a balanced approach to ICT integration to meet diverse learning needs.

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Section: The Integration Of Web-based and Non-web-based Ict In Eltmentioning

confidence: 99%

Section: The Understanding Of Ict Integration In Eltmentioning

confidence: 99%

Exploring the students’ perceptions of the integration of web-based and non-web-based ICT in ELT at the vocational high school in Indonesia

Dewi,

Degeng,

Razali

2024

J. Eng. Foreign. Lang.

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Inclusive Practices for Accommodating Reading Comprehension Difficulties in Specific Reading Disability (SRD)

Andreou,

Athanasiadou

2024

Advances in Psychology, Mental Health, and Behavioral Studies

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Reading constitutes a demanding process that entails the acquisition of simple and complex skills, such as decoding, fluency, rapid naming (Helland & Kaasa, 2005) and comprehension (Antoniou & Souvignier, 2007). Due to the variety of skills involved in reading, both typical and learners with Specific Reading Disorder (SRD) face difficulties in that domain. SRD learners present inaccurate decoding, strenuous reading (Shaywitz & Shaywitz, 2005), deficient comprehension of information as well as limited use of cognitive and metacognitive strategies (Zimmerman, 2002), which hinder learners' academic performance. Educators should create an environment where learners are provided with all the educational opportunities which aim at their academic achievement (Nijakowska et al., 2016), through the teaching of strategies, the incorporation of techniques and the encouragement of their independence (Nijakowska et al., 2016). Based on the above, the present chapter focuses on the presentation of inclusive practices for accommodating reading comprehension difficulties in SRD.

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ICT and specific learning disabilities: A proposition for the use of the software Rewordify in the foreign language learning by students with reading comprehension difficulties

Abstract: ICT and specific learning disabilities: A proposition for the use of the software Rewordify in the foreign language learning by students with reading comprehension difficulties. Διεθνές Συνέδριο για την Ανοικτή & εξ Αποστάσεως Εκπαίδευση,

Cited by 2 publications

References 14 publications

Exploring the students’ perceptions of the integration of web-based and non-web-based ICT in ELT at the vocational high school in Indonesia

Exploring the students’ perceptions of the integration of web-based and non-web-based ICT in ELT at the vocational high school in Indonesia

Inclusive Practices for Accommodating Reading Comprehension Difficulties in Specific Reading Disability (SRD)

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