Self-experienced storytelling in an authentic context to facilitate EFL writing

Nguyen, Thi Huyen Chau; Hwang, Wu‐Yuin; Pham, Xuan Lam; Pham, Hường

doi:10.1080/09588221.2020.1744665

Cited by 27 publications

(33 citation statements)

References 24 publications

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“…Therefore, we may assume that the mobile-assisted language learning activity was beneficial for improving the learning outcomes of the participants, including the participants' recall and understanding of the learning material, as well as their creativity. Our findings were in line with those found in earlier related studies [6,7,67]. Considering the absence of a control condition, we need to be cautious regarding the findings.…”

Section: Learning Gained: Recall and Understanding Of New Information...supporting

confidence: 92%

“…In terms of context, Wong and Looi [40] argued that language learning should not be limited to a single context; that is, language learners should decide by themselves what and how to learn across different learning contexts. As for personalization, MALL can be designed around the characteristics, needs, and habits of language learners [7]. For example, learning content can be delivered to learners based on their location, proficiency level, and interests [41,45].…”

Section: Mobile-assisted Language Learning Activitymentioning

confidence: 99%

“…Scholars have argued that some specific cultural attributes related to language learning exist in Asian countries. The following attributes (also refer to Table 1) essentially compromise learning outcomes: (1) shyness, (2) reservedness, (3) passiveness, (4) inhibition, (5) lack of confidence, (6) risk-avoidance, (7) test-oriented learning, (8) reliance on teachers for knowledge, and (9) rote memorization. The most frequently cited attributes were: (a) Shyness (in eight studies), where scholars suggested that Asian students are nervous or reserved with regard to communicating in the target language around other people, with many, for example, being unwilling to ask questions or speak up in class, and (b) reservedness (in four studies), where Asian students were found to refrain from expressing their thoughts and views in front of others.…”

Section: Cultural Attributes In Language Learning In Asian Countriesmentioning

confidence: 99%

“…The importance of developing the ability to acquire new information in class and then to be able to apply it to the real world has been emphasized by scholars [5][6][7]. In the field of foreign/second language learning, this notion has been especially highlighted because of the input and output hypotheses [8] and the authentic learning theory [9].…”

Section: Introductionmentioning

confidence: 99%

“…Second, there is excessive dependence upon traditional teaching techniques in some schools [12,13]. Finally, the interdependence of context, situation, and cognition are ignored by some teachers [7]. In addition to these issues, some cultural attributes that contribute to language learning have also been reported.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Enhancing Foreign Language Learning Outcomes and Mitigating Cultural Attributes Inherent in Asian Culture in a Mobile-Assisted Language Learning Environment

et al. 2022

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To achieve sustainable language learning, we designed a foreign language learning activity that extended traditional lectures in classrooms to informal learning in the real world using mobile technology. Chinese undergraduate students participated in our learning activity. We tested whether our learning activity could enhance their language learning outcomes through employing a single group pretest post-test design. We explored how the participants perceived the usefulness of the activity to foster language learning by administering a questionnaire survey. Finally, we investigated whether our learning activity could mitigate the cultural attributes inherent in Asian culture through interviews with the participants and their instructors. Our results demonstrated that participant learning outcomes improved during the learning activity. The results also showed that the perceptions of most participants of the value of the exercise were high. In the interviews, the participants and the instructors revealed that they felt the learning activity was useful and interesting. They also claimed that the learning activity helped mitigate cultural attributes, such as shyness, reservedness, passiveness, inhibition, lack of confidence, risk-avoidance, test-oriented learning, reliance on teachers for knowledge, and memorization. Based on these results, we provide some implications and useful suggestions for educators and researchers.

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Section: Learning Gained: Recall and Understanding Of New Information...supporting

confidence: 92%

Section: Mobile-assisted Language Learning Activitymentioning

confidence: 99%

Section: Cultural Attributes In Language Learning In Asian Countriesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Enhancing Foreign Language Learning Outcomes and Mitigating Cultural Attributes Inherent in Asian Culture in a Mobile-Assisted Language Learning Environment

et al. 2022

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MALL‐based collaborative writing in second language classroom: A systematic review

Wang

2023

Future in Educational Research

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Driven by the affordances and benefits of mobile technology, collaborative writing (CW) supported by mobile technologies has been increasingly implemented in the second language (L2) acquisition context. To shed light on the research foci and provide guidance for future research in this promising area, the present study conducted an in‐depth and systematic review of 25 empirical articles on CW supported by mobile technologies in the L2 context published from 2014 to 2022, including quantitative, qualitative, and mix‐methods research. A holistic analysis of these articles was conducted, covering various aspects such as research themes, research contexts and technology, theoretical/pedagogical frameworks, writing tasks, and instruments. Based on the analysis of the previous research, this study provided pedagogical suggestions concerning writing tasks, group division, participant training, and writing assessment and also explores future research directions.

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Investigation of Multiple Recognitions Used for EFL Writing in Authentic Contexts

Hwang

Nguyen²,

Chin³

et al. 2022

Lecture Notes in Computer Science

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Recognition technologies had been prevailing and widely used for EFL learning. We investigated the different recognitions used for EFL writing based on image-to-text, translated speech-to-text, and location-to-text recognitions -ITR, TSTR, and LTR. A quasi-experiment was implemented for 12 weeks in a vocational high school with experimental and control groups in two stages. Pre-test, posttests 1 and 2, questionnaires, and interviews were conducted and analyzed. Experimental learners, who wrote writing based on ITR and TSTR, outperformed control learners who wrote that based on TSTR only. Also, the experimental learners, who wore writing based on ITR, TSTR, and LTR, outperformed the control learners who wrote that based on ITR and TSTR. Particularly, LTR was beneficial for identifying controlling ideas and addressing the writing topics. ITR was beneficial for brainstorming and generating more ideas. TSTR was beneficial for yielding and transferring writing contents into words. The multiple recognitions were beneficial for most EFL writers, especially for low-ability language writers. Most writers were interested in describing based on authentic context learning. However, they complained about the low accuracy of LTR and TSTR and the difficulty of ITR texts when writing. Accordingly, the LTR database with various categories of places, the generation of ITR based on the language abilities of learners, and the higher accuracy of TSTR should be strictly considered when applying multiple recognitions for EFL writing.

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Self-experienced storytelling in an authentic context to facilitate EFL writing

Cited by 27 publications

References 24 publications

Enhancing Foreign Language Learning Outcomes and Mitigating Cultural Attributes Inherent in Asian Culture in a Mobile-Assisted Language Learning Environment

Enhancing Foreign Language Learning Outcomes and Mitigating Cultural Attributes Inherent in Asian Culture in a Mobile-Assisted Language Learning Environment

MALL‐based collaborative writing in second language classroom: A systematic review

Investigation of Multiple Recognitions Used for EFL Writing in Authentic Contexts

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