Pretesting mathematical concepts with the mobile phone: Implications for curriculum design

Kizito, Rita

doi:10.19173/irrodl.v13i1.1065

Cited by 16 publications

(5 citation statements)

References 18 publications

(10 reference statements)

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“…Meanwhile, in using mobile phone to enhance learning a language relate closely to users' attitude as widely reported in previous research (Cui &Wang, 2008, Kizito, 2012Wang, 2017). Bazeley (2002) and Dörnyei (2007) mentioned that both quantitative and qualitative method should be mixed up for expanding the understanding of a complex issue.…”

Section: Introductionmentioning

confidence: 80%

An acoustic and perception test of Chinese learning Thai with the Thai tone application

Teeranon¹

2020

Dil Ve Dilbilimi Çalışmaları Dergisi

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This study investigates the acoustic characteristics of Thai tones produced by Chinese students learning Thai through the "Tone Application", and conducts an attitude test towards the use of the Tone Application. A comparison of Thai tones pronounced by the participants with 40 native Thai speakers was also conducted. The acoustic characteristics studied in this research were the fundamental frequencies analyzed with the Praat program version 6.0.9. Statistical analysis such as mean, standard deviation, and t-test were used. The findings revealed that the Tone Application (a mobile phone application for practicing listening and speaking Thai) can partially promoted better tone pronunciation in Chinese students learning Thai as a foreign language. After utilizing the Thai Tone Application with the Chinese students, they could pronounce the mid, the low, the high, and the rising tones. However, the application failed to enhance falling tone which is linguistically classified as the problematic tone for Chinese students. In other words, the application helped expedite contour tones such as the high tone and the rising tone, but not the falling tone. It is questionable whether the application can replace the instructor or not. This study to also show another perspective on the acoustic study of Thai tones issues and another angle of students' attitude towards the use of a language application.

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Section: Introductionmentioning

confidence: 80%

An acoustic and perception test of Chinese learning Thai with the Thai tone application

Teeranon¹

2020

Dil Ve Dilbilimi Çalışmaları Dergisi

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“…After obtaining and analyzing this information, the best solution suggested by the target group is to develop an application capable of simulating marks based on the scoring rubric, including all the information that explains the scoring rubric in depth. Due to its pervasive use, the proposed application-based solution has a positive impact on the teaching and learning process because digital applications are invaluable resources that benefit both students and educators, as the software is able to provide information, direct access to knowledge resources, and the ability to communicate and interact (Farrah, 2011;Khaddage, 2012;Kizito, 2012;Mtega et al, 2012;Suwantarathip and Orawiwatnakul, 2015). Figure 1 depicts an analysis chart of the relationship between the cause of the problem and the requirements of the target audience, which is used as a development guide to ensure that this application can accomplish its goals and be used effectively.…”

Section: Analysis Phasementioning

confidence: 99%

Simulation Marks (SimMarks) app: an approach to fix the coursework assessment gap problem among lecturers

Muhammad Fathullah,

Ismail,

Zakariah

et al. 2024

IJELHE

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Nowadays in China, the English proficiency of non-English majors in universities and colleges, in general, is not as satisfactory as expected. One of the reasons is supposed to be the sharp decrease of English input during classroom time, compared with that in junior and senior high school. The research investigates whether monolingual teaching is a possible answer to the problem and the role of the monolingual classroom in improving students’ listening performance. The research is quantitative innature. It adopts a quasi-experimental design, with two classes of freshmen as participants, one being the experimental group, receiving monolingual teaching while the other is the control group, which receives traditional bilingual teaching. In each class, there are 40 students. Before and after the implementation of 15 weeks’ monolingual teaching, all the students have to take the pretest and posttest respectively. Besides, all the students have to take The Self-assessment Scales in China’s Standards of English Language Ability before and after the implementation of monolingual teaching to see whether they themselves consider their listening ability as having improved. Together with the interview on some students, the research finds that students’ listening performance in the experimental group does have a statistically significant improvement, compared with the control group and that L2 can help to change the class atmosphere and inspire students to learn English. The research serves as an empirical evidence for the effectiveness of monolingual teaching on students’ listening ability, as well as an indication for the direction in how to help the reform of foreign language teaching, especially English teaching in universities and colleges in China in the future.

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“…Similarly, and in relation to evaluations, on this occasion with WhatsApp, Güler [35], through a group of students that used group chats and another that communicated anonymously, concluded that anonymity contributed to a better opinion from students on the use of this application in said evaluation. In a similar study, Kizito [36] worked with a control group that took a maths exam in a physical format and another experimental group that took the exam by mobile phone. The conclusions described how, despite problems related to the ease of use and availability of mobile phones, this proved to be a very useful evaluation tool as it allowed continuous monitoring of the progress of students.…”

Section: Educational Applications and Classroom Interactionsmentioning

confidence: 99%

The Use of Mobile Phones in Classrooms: A Systematic Review

Calderón-Garrido¹,

Pardo

Guerrero³

2022

Int. J. Emerg. Technol. Learn.

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The inclusion and use of mobile phones in education is subject to two opposing arguments, one which defends and the other which opposes their use. This work has undertaken a systematic revision of scientific production to guide researchers in their enquiries into this subject. To achieve this, a total of 60 articles indexed to the Journal Citation Reports database between the years 2011 and 2020 have been analysed. These have been categorised in six specific areas: attitude and relationship with the mobile phone, communication, educational applications and classroom interventions, tension between agents, relationship between use and performance and problems deriving from their use. The conclusions of the analysis made show that, in general, scientific production would seem to back the introduction of mobile phones in classrooms as beneficial for educational purposes provided that certain preliminary work is carried out and a certain development is achieved of the digital and media skills of both students and teaching staff.

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Pretesting mathematical concepts with the mobile phone: Implications for curriculum design

Cited by 16 publications

References 18 publications

An acoustic and perception test of Chinese learning Thai with the Thai tone application

An acoustic and perception test of Chinese learning Thai with the Thai tone application

Simulation Marks (SimMarks) app: an approach to fix the coursework assessment gap problem among lecturers

The Use of Mobile Phones in Classrooms: A Systematic Review

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