The Effect of Using PowerPoint on Iranian EFL Learners’ Knowledge of Abstract Vocabulary

Mahmoudzadeh, Sevda

doi:10.1016/j.sbspro.2014.03.519

Cited by 10 publications

(10 citation statements)

References 2 publications

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“…This could be due to teachers' inefficiency in using technology, which causes them to be delayed in producing lesson materials. This agreed with Mahmoudzadeh's (2014) work who stated that conducting and designing the materials for online teaching is very time-consuming and even hard for teachers. This stance may be supported by a lack of training in Internet and communication information, which may result in teachers becoming unprepared to deliver and design the lessons.…”

Section: Discussionsupporting

confidence: 71%

Teachers' perceptions of challenges in online learning: Voices from secondary EFL teachers

Saputra

Ayudhia

Muswari

2022

J. appl. linguist. lit.

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The abrupt change from a traditional classroom to online learning must have produced some issues, and many scholars were drawn in to investigate the reported challenges during online learning. There is, however, a paucity of research on secondary EFL teachers' perceptions of online learning challenges, notably in four major areas: technology use, instruction, assessment, and students. Therefore, the purpose of this descriptive quantitative study is to examine secondary EFL teachers' perspectives of the challenges they encounter in dealing with the aforementioned issues. The participants included 73 upper and lower secondary English as a foreign language (EFL) teacher. A closed-item questionnaire was deployed, with a total of 38 items addressing issues related to online learning challenges. The findings reveal that secondary EFL teachers in Indonesia reported medium-level challenges in teaching EFL online in terms of technology use, instruction, assessment, and students, whilst challenges in assessing students in online learning were identified as the highest. The results contribute to the advancement of English language education by providing literature on the development of EFL teachers.

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Section: Discussionsupporting

confidence: 71%

Teachers' perceptions of challenges in online learning: Voices from secondary EFL teachers

Saputra

Ayudhia

Muswari

2022

J. appl. linguist. lit.

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“…Access to internet connection without disruption and bandwidth limitations is another technical aspect to be dealt with and resolved as it potentially discourages EFL teachers from implementing new technologies to online classrooms (Yadov, Gupta, & Khetrapal, 2018). Also, as discussed by Mahmoudzadeh (2014), teachers' level of satisfaction with the designed curriculum and available materials for online teaching is another prime factor that greatly influences the success rate of the techno-led EFL teaching process. Teachers tend to find this process of material designing and its online availability and grading a complicated and time-consuming process that has a negative impact on their motivation.…”

mentioning

confidence: 99%

Technology Integrated Online Classrooms and the Challenges Faced by the EFL Teachers in Saudi Arabia during the COVID-19 Pandemic

Hakim

2020

Int. J. Appl. Linguist. Engl. Lit.

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It is a widespread and strongly supported assumption in the educational arena that the integration of technology into language classrooms can lead to improved teaching and learning with a positive impact on language learners’ proficiency level. The current situation with the COVID-19 pandemic has provided language teachers with great many potential opportunities to implement online applications and instruments to develop learners’ language proficiency. In contrast to the previous norms of EFL classrooms, where technology integration used to be an important albeit a subsidiary component, the current COVID-19 state has put online teaching on the foreground as it is purely a techno-led teaching scenario. However, with the integration of technology-based learning strategies, challenges faced by EFL teachers have also increased. The current study aims to study technology-integrated classrooms and address the challenges before EFL teachers in Saudi Arabia during the COVID-19 pandemic. To have a clear instrument development of data and research findings, the Exploratory Sequential Mixed Method Design was selected by the researcher after using a blend of questionnaires and online interview techniques. For data collection, 50 language instructors at the English Language Institute (King Abdulaziz University) participated in the research. Due to the pandemic control lockdown state, these teachers were teaching an online Module from March-May 2020. The research design was focused on obtaining data based on two aspects: 1. Investigating the positive impact of technology integration in online EFL classrooms during the COVID-19 pandemic. 2. Addressing the challenges faced by the teachers in techno-led online classes during the COVID-19 era. The research findings indicated that despite having access to various techno-led applications and techniques including the blackboard ultra, podcasting, vodcasting etc., still there were many challenges faced by Saudi language instructors. The most common challenges included, but were not limited to, the inability to have access to the modern equipment, interrupted or weak internet connection, learners’ low motivation level and attention deficit. Despite these issues, however, many language instructors reported a positive inclination towards the use of technology in EFL online classes. The findings of the study shed light on the productive use of techno-led online EFL classrooms, focusing on strategic skill-based learning taking place and establishing a strong virtual link between the instructors and learners. Furthermore, the results of this study would help policymakers, trainers, EFL teachers and professional development experts with the current aspects of COVID-19 and the pending issues determining technology integration in EFL online classrooms, thus enabling them to make better-informed decisions.

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“…The additional of pictures in PowerPoint Presentation are found to raise the student's attention on the slides (Tabatabaei & Bandari, 2012). Moreover, the visual representations are remembered better in recalling the abstract concept (Mahmoudzadeh, 2014) and provide the student better insight into a complex learning topic concept (Tan, 2020). However, in certain cases, the PowerPoint Presentations are also difficult to grasp when it was not designed well and contained too many explanations and details (Gordani & Khajavi, 2020).…”

Section: Technology-based Learning Media For English Language Teachingmentioning

confidence: 99%

“…Only a few students saw it as an effective learning media; the students who selected this media were visual learners and they admitted that they learned better by viewing texts and images. As an aid for visual learners, the PowerPoint Presentations has provided visual representations for the abstract concept (Mahmoudzadeh, 2014). It was mentioned by one of the students who also added that the visualization provided in the PowerPoint Presentations eases the process of learning.…”

Section: Powerpoint Presentations In Esp Virtual Learningmentioning

confidence: 99%

“…Looking over the obstacles faced by the students in having PowerPoint Presentations in virtual learning, it can be seen that the mono-mode used in PowerPoint Presentations made it less supportive to students' learning progress; the students can only read the material, without enhancing other language skills, such as listening, speaking, and writing. Profoundly, it may help the visual learner gain better information processing during the learning progress, albeit conditionally; the PowerPoint Presentations should be provided with pictures or visualization (Mahmoudzadeh, 2014;Tabatabaei & Bandari, 2012;Tan, 2020). Therefore, the lecturer should provide proper visualization in the PowerPoint Presentations to gain students' focus in learning attentively.…”

Section: Powerpoint Presentations In Esp Virtual Learningmentioning

confidence: 99%

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Esp Virtual Learning Media Evaluation: A Case of English for Restaurant Workers

Nova

2021

ETERNAL

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The development of technology recently demands a shift in the English language teaching and learning process, and to support the independence of language learning, virtual learning becomes an option to bridge the need for technology integration and open-learning access from the internet. This research aimed at finding out the learning media evaluation for teaching English for restaurant workers through virtual learning, i.e. video, podcast, virtual simulation, and PowerPoint presentations. This research was carried out by conducting qualitative research. The data were collected using questionnaires to 57 students in a vocational education institution and an interview with several selected students to clarify and to confirm their unclear statements on the questionnaire. The data were then analyzed by calculating the frequency of students’ responses and classifying the responses toward the learning media application in virtual learning. As a result, it was found that video becomes the most preferable learning media and PowerPoint Presentations become the least preferable learning media in virtual learning for English for restaurant workers. The results also indicated that the mode of the video was more attractive and understandable since it could combine both audio and visual aids in the learning process, and support the students’ skill enhancement. Meanwhile, the single-mode PowerPoint Presentations were less attractive for the students and led them to boredom. Henceforth, the English teachers and lecturers who teach English for Specific Purposes are suggested to provide more video simulations on virtual learning platform to support the engagement of the teaching and learning activities.

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The Effect of Using PowerPoint on Iranian EFL Learners’ Knowledge of Abstract Vocabulary

Cited by 10 publications

References 2 publications

Teachers' perceptions of challenges in online learning: Voices from secondary EFL teachers

Teachers' perceptions of challenges in online learning: Voices from secondary EFL teachers

Technology Integrated Online Classrooms and the Challenges Faced by the EFL Teachers in Saudi Arabia during the COVID-19 Pandemic

Esp Virtual Learning Media Evaluation: A Case of English for Restaurant Workers

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