The Effects of an Intervention in Writing with Digital Interactive Books

Curcic, Svjetlana; Johnstone, Robin S.

doi:10.1080/07380569.2016.1181478

Cited by 9 publications

(5 citation statements)

References 26 publications

(20 reference statements)

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“…The works in question highlight, on the one hand, the theoretical, conceptual and methodological foundations of informatization and technologization of foreign language teaching in general [4][5][6][7][8][9][10][11], and, on the other, the applicability of various Internet resources, computer programs, mobile applications, electronic developments, etc. for the formation of foreign language communicative competence [12][13][14][15][16][17][18][19][20][21][22][23][24][25][26][27][28].…”

Section: Literature Reviewmentioning

confidence: 99%

The Deutsch.info Platform as a Means of Organizing German Language Students’ Independent Study

Сторонська

Палиця

Vorobel

et al. 2023

Int. J. Emerg. Technol. Learn.

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The article investigates the didactic properties of the deutsch.info German language learning online platform used by students of Drohobych Ivan Franko State Pedagogical University (Ukraine) in their independent educational activities. The aim of the present research is to identify the functional, content-related, technical, and aesthetic features of this web resource in the context of the current requirements for foreign language learning tools, to collect and analyze student feedback on deutsch.info based on their first-hand experience of using it, and to determine the conditions for its rational implementation into German language learning practice. Based on a survey featuring 37 students of the Faculty of Ukrainian and Foreign Philology of Drohobych Ivan Franko State Pedagogical University (Speciality 035 Philology. Germanic Languages and Literatures (Including Translation), Major: English), an empirical information research base is formed, which represents the full range of the students’ evaluations of the deutsch.info online platform as a means of independent study of the German language. The results obtained suggest that the majority of the respondents approve of the use of the web resource for an independent acquisition of German language knowledge and skills despite the lack of a German-Ukrainian dictionary and the inaccessibility of the site in an offline format. The platform benefits are reported to be its diverse and authentic content as well as its convenient navigation system. The collected data summarization allows for determining the conditions for the effective use of the deutsch.info platform in the practice of German language learning.

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Section: Literature Reviewmentioning

confidence: 99%

The Deutsch.info Platform as a Means of Organizing German Language Students’ Independent Study

Сторонська

Палиця

Vorobel

et al. 2023

Int. J. Emerg. Technol. Learn.

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“…A study from (Hsieh & Huang, 2020) examined the effect of incorporating e-book into reading and listening materials. In a more specific context, Curcic and Johnstone (2016) investigated the effect of an intervention writing materials using digital interactive books to improve students' writing ability, especially for students with a learning disability in reading. The recent study uses Shakespeare's digital book to support students' engagement in sophisticated reading text, evidencebased analysis, and meaningful creative productions (Turchi, 2020).…”

Section: Technology Supports English Language Teachingmentioning

confidence: 99%

“…Computer-assisted language learning application helps students to create the better composition and improve their writing skill. It also supports teachers with a variety of material resources, teaching strategy and methods in giving clear instruction for assignments and assessments in writing courses (Curcic & Johnstone, 2016;Engeness, 2018;Ha, 2016;Lee et al, 2020;Morgan & Chenowith, 2017;Park et al, 2018;Syafryadin, et al 2021).…”

Section: Introductionmentioning

confidence: 99%

Technology use in secondary level of English language teaching: A Literature Review

Luthfiyyah

Hafifah

Ivone

et al. 2021

jees

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Technology has been widely used in the education field, especially for teaching language. Many teachers and students believe in the advantages of technology to enhance language learning. There have been many studies investigating the use of technology in secondary language classrooms. Some studies approve that technology can be applied to increase students' language competence. This paper comprehensively analysed the use of technology for English language teaching in the secondary level based on empirical studies. It reviews 57 articles from reputable journals and publishers. The existing literature shows that studying and reviewing the use of technology in ELT leads to a deeper understanding of its potential benefits. Many technology tools have been utilized to support the teaching of English skills. Kinds of learning activities that require technological tools and applications, such as presentation, discussion, assessment are also discussed. Additionally, problems and solutions encountered in the implementation of technology in secondary ELT levels are scrutinized in this study. HIGHLIGTS: Scholars need to set the content and pedagogy first before the technology to obtain meaningful and contextual experiments and discussion in academic circumstances. The finding unveils a fact that technology use in the ELT context contributes more to students' learning strategies, such as learning motivation, engagement, collaborative work, rather than the improvement of students' learning outcomes. This finding can be a rationale to rectify the common logical fallacy encountered among studies that claimed that technology can improve particular language skill.

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“…Technology integration in education is mandated by programs of study in Canada and in many other places around the world. Advocates of technology integration extol improved student achievement (Butzin, 2001), heightened motivation and engagement (Cheng, 2017;Norris, Sullivan, Poirot, & Solloway, 2003;Passey, Rogers, Machell, McHugh, & Allaway, 2003), and performance in curricular areas such as in Language Arts (e.g., Andresen, 2017;Curcic & Johnstone, 2016;Lopez, 2010;Maher, 2011). Canadian research has also reported similar perceived benefits to students' learning and teachers' instruction (Froese-Germain, Reil, & McGahey, 2013); however, the presence of technology neither ensures it is integrated effectively nor used to promote pedagogically appropriate practices (Bauer & Kenton, 2005;Hooper & Rieber, 1999) and new technologies are often used to replicate traditional delivery methods such as blackboards (Beauchamp, 2004;Serow & Callingham, 2011) or drill-and-practice worksheets (Franklin, 2007).…”

Section: Introductionmentioning

confidence: 99%

Do “Interactive” Educational Technologies Promote Interactive Literacy Instruction?

Lovell-Johnston¹

2019

L & L

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This article explores the concept of lesson interactivity within six primary and elementary teachers’ use of whole-class and personal digital devices over multiple lessons including Interactive Whiteboards, data projectors, laptop computers, and others. The analysis focuses on the differences between technical vs pedagogic interactivity (Smith, Higgins, Wall, & Miller, 2005) where technical interactivity refers to direct tactile interaction with technology and pedagogic interactivity refers to the interaction between teachers, students, and lesson content which may occur with or without technology use. Technical interactivity varied in duration between teachers and lessons, but teachers’ use of whole-class devices typically exceeded students’ use. Use of personal devices by students was infrequent, and often supported the content displayed on a whole-class device. In terms of pedagogic interactivity facilitated by technology use, the most frequent activities were teacher-directed questioning and guided practice, during which the teachers had a correct answer or method in mind. Use of deeper pedagogic interaction through discussion, student inquiry, or research were not observed. Teachers expressed that they faced barriers to interactive technology use including program and resource constraints as well as lack of teacher comfort with technology. This research was conducted following Tri-Council guidelines for the Ethical Conduct of Research Involving Humans. It has passed the research ethics board of two universities and two school districts.

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The Effects of an Intervention in Writing with Digital Interactive Books

Cited by 9 publications

References 26 publications

The Deutsch.info Platform as a Means of Organizing German Language Students’ Independent Study

The Deutsch.info Platform as a Means of Organizing German Language Students’ Independent Study

Technology use in secondary level of English language teaching: A Literature Review

Do “Interactive” Educational Technologies Promote Interactive Literacy Instruction?

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