1,720,960 research outputs found
Impact of LoiLooNote Digital Mapping on University Students’ Oral Presentation Skills and Critical Thinking Dispositions
No full textThe 21st century technological advancement has revolutionized instructional classroom practices. Lecturers deal with tech-savvy learners, and thus, need to be taught by utilizing updated and technological-based platforms for a more meaningful learning engagement. The study was aimed at investigating the impact of LoiLooNote digital graphic organizer (digital GO) – a software mapping tool, on students’ oral presentation skills across four components: clarity, content, fluency and coherence, and content and on their dispositions towards critical thinking (CT). Utilizing an exploratory case study using mixed-method type of research, the current study involved 30 intact group of students in a public university in Thailand. The data were obtained from students’ oral presentation performance, interviews and California Critical Thinking Dispositions Inventory (CCTDI) results. The result indicated that using the digital GO might improve the students’ oral presentation performance in terms of the aforesaid components. Interestingly, all the seven CCTDI sub-scales reveal a significant relationship with their oral presentation task performance indicating that they have become more disposed to open-mindedness, truth-seeking, CT self-confidence, analyticity, systematicity, inquisitiveness and maturity. Qualitative findings disclose that the participants have positively welcomed the use of LoiLooNote digital graphic organizer on their oral presentation tasks processes and made them become more inclined to critical thinking. Findings of the study suggest that the use of LoilooNote digital GO increases EFL learners’ oral presentation performance, enhances critical thinking dispositions and provides a foundation for designing curriculum in oral presentation
Learners’ writing skill and self-regulation of learning awareness using Computer-Assisted Argument Mapping (CAAM)
No full textSoftware and digital visual mapping tools have recently been implemented by educators and academics for several educational and related purposes. The current study was set out to explore the effect of using CAAM on Thai EFL learners’ argumentative writing performance and their self-regulation of learning awareness. A total of 28 freshman students were purposively selected as the subjects of the study. The researcher used a mixed-mode method type of research involving a pre- and post-test design. Data was collected from a single group of participants who participated in eight sessions based on the use of CAAM in their writing processes. A Self-Regulation of Learning Scale (SRS) was utilized to identify the students’ awareness of their self-regulation of learning. The results reveal that the CAAM method used by the respondents made noteworthy gains on their argumentative writing performance across task achievement, coherence-cohesion, lexical resource and grammatical range and accuracy, as indicated by a significant difference between their pre- and post- test results. Furthermore, four out of six components of SRS reveal a significant relationship with their writing performance indicative that the respondents have become more cognizant of their self-regulation in terms of planning, self-monitoring, effort and self-efficacy. Finally, qualitative findings reveal that the respondents had positive feelings about using CAAM in their writing processes as well as enhanced their awareness on their self-regulation of learning
Implementing Translanguaging with Pedagogical Approach in an English as a Foreign Language (EFL) Listening Classroom
No full textBurgeoning studies have demonstrated the effective use of translanguaging (henceforth, TLAN) pedagogy; however, these studies often concentrated on speaking, reading, and writing skills. There have been no studies, to date, that focused on the use of TLAN with regard to the listening skill. Furthermore, there has been a heightened concern to implement TLAN with a pedagogical approach to facilitate better listening comprehension tasks. Thus, this study examined the impact of translanguaging with pedagogical cycle on students’ listening comprehension performance and L2 learning. A sequential mixed-method type of research was employed using a pre- and post-test design. Furthermore, an intact group of 15 First Year college students was purposively selected as samples and underwent 10 sessions of applying TLAN with a pedagogical cycle used as the intervention. Results reveal a significant difference in participants’ listening comprehension performance as manifested by a higher mean score after the intervention. A positive improvement was also revealed regarding their L2 learning as manifested on their four listening comprehension quizzes in terms of structure, grammar, supporting details, lexical resource, and content organization. Furthermore, the participants perceived that using TLAN is normal and not a disrespectful practice for them as EFL learners. Qualitative findings disclose that the participants have welcomed the use of the intervention to aid their listening comprehension processes. The paper addresses the agentive potential of TLAN with pedagogical approach, thus, it could be included as a beneficial pedagogical method to leverage students’ dynamic language practices, promote listening comprehension, and foster language learning
Effect of Metacognitive-Based Digital Graphic Organizer on Learners’ Oral Presentation Skill and Self-Regulation of Learning Awareness
No full textThe main objective of the study was to investigate the effect of digital graphic organizer via the use of LoiLoNote School Application (LS app) within a metacognitive approach on university students’ oral presentation (OP) performance and awareness of their self-regulation of learning. It was a mixed-method study involving 27 college students enrolled in one of the universities in Khon Kaen, Thailand. The participants completed both the OP performance and a questionnaire on self-regulation of learning scale before and after the intervention was implemented. The results revealed a significant difference between the students’ pre- and post OP performances in terms of the four components such as clarity, content, delivery, and fluency and coherence. Furthermore, the components on “clarity” and “content” were the most improved components while “fluency and coherence” and “delivery” were the least improved ones. Whilst four SRL components revealed a significant relationship with students’ OP performance (planning, self-monitoring, evaluation, and self-efficacy), the other two components (reflection and effort) did not. Qualitative results, on the other hand, showed that students felt that using a metacognitive-based digital GO aided them to facilitate their OP tasks effectively and helped them to be more aware of their self-regulation towards learning. Suggestions for future research agenda with regard to metacognitive-based digital GO are also proposed and practical implications are suggested
Improving Students’ Speaking Performance and Communication Engagement through Technology-Mediated Pedagogical Approach
No full textOnline teaching tools are effective means to engage students in online learning and thus, have been becoming increasingly popular in different educational settings. However, there is yet an increasing attention to implement these online teaching tools within a pedagogical method for a more engaging and effective learning. This paper is set out to explore the impact of FlipGrid application (henceforth, FlipGrid app) within metacognitive approach on students’ speaking achievement and communication engagement. An exploratory case study using mixed-method research involving a one-group pre- and post-test design was employed in the study. A group of 29 Thai EFL first year college students was purposively selected as samples. A FlipGrid scaffold support table was also used to aid students on their speaking performance. Furthermore, a questionnaire on students’ communication engagement was administered to assess the students’ levels of communication engagement towards their peers and their teacher using the application. Quantitative findings reveal that students’ speaking presentation performance in terms of the four speaking components such as clarity, content, delivery, and fluency and coherence, was improved. Moreover, majority of the participants agreed to the helpful affordances of FlipGrid app as their communicative engagement with their peers was enhanced. Qualitative results also revealed that the participants have positively welcomed the use of FlipGrid app in improving their speaking skill and communication engagement. Finally, the study findings offer considerable insights into utilizing FlipGrid app within a metacognitive approach to improve students’ speaking performance, enhance their communication engagement, and transform language learning classroom in a modern technology-based environment especially in this time of pandemic
Learners’ Listening Skill and Metacognitive Awareness through Metacognitive Strategy Instruction with Pedagogical Cycle
No full textThe instruction of metacognitive strategies in listening has been increasingly implemented in English as a Foreign Language (EFL) classroom. However, there is yet a growing need to carry out this strategy instruction within a process-based approach for a more engaging and effective listening tasks. Thus, the present study attempts to investigate whether metacognitive strategy instruction with pedagogical cycle enhances the 27 Thai EFL students’ listening comprehension performance and their metacognitive awareness in listening (MAL). The study employed a sequential mixed-method and collected data from listening comprehension tests, questionnaire in MAL, observation field notes, and semi-structured interviews. The intervention was carried out in eight sessions of metacognitive pedagogical cycle aimed at improving the students’ listening comprehension of short informative video items and their MAL. Results indicate a significant difference between the participants’ pre- and post- listening scores and this result brought a significant relationship to their MAL. However, two (problem solving and directed attention) out of five MAL factors did not show significant relationship with those of the participants’ listening comprehension performance. Qualitative findings reveal that the participants have welcomed the use of the intervention as they provide positive insights and opinions into how listening strategy use contributed to the success of their listening task processes
Unfolding the Potential of Technology-Enhanced Task-Based Language Teaching for Improving EFL Students’ Descriptive Writing Skill
No full textThe chief purpose of the research was to investigate the influence of a technologymediated task-based language teaching on students’ descriptive writing performance in a Thai English as a Foreign Language (EFL) context. The technological application used in the study was the FlipGrid application which is a free online platform from Microsoft. The participants of the study involved a purposively selected 29 2nd year university students enrolled at one of the provincial universities located in the North Eastern part of Thailand. The study employed an explanatory sequential mixed-methods type of research involving both quantitative and qualitative parts. Quantitative data were collected from the students’ pre-and post- writing performances and four descriptive writing quizzes whilst qualitative data were gathered from the semi-structured interview’ responses of the students. Study findings found that descriptive writing performance in terms of task response, coherence-cohesion, grammatical range and accuracy, and lexical resource, were significantly improved as indicated on students’ pre- and post- test results. Furthermore, all four writing quizzes revealed an increasing trend with “grammatical range and accuracy” as the most improved writing component whilst “coherence-cohesion” was the least improved one. Meanwhile, the qualitative results disclosed that students felt that TBLT approach with FLipGrid application was the most pedagogically innovative and a learner-centered approach that trains them to become more collaborative, communicative, and interactive, enabling them to produce effective descriptive written products. Suggestions for possible research agenda with regard to technology-enhanced TBLT are also proposed and practical implications are suggested
Argument Mapping with Translanguaging Pedagogy: A Panacea for EFL Students’ Challenges in Writing Argumentative Essays
No full textIn recent years, the role of argument mapping (AM) as a tool to assist higher education learners in writing argumentative essays has gained recognition. However, there is a growing interest in exploring the combination of argument mapping (AM) with translanguaging or TLAN to enhance writing performance further, which requires more research. This study investigated the impact of integrating AM with TLAN pedagogy on students’ argumentative writing performance. Employing an explanatory, sequential mixed-method research design with a pre- and post-test approach, the study involved 27 third-year English as a Foreign Language (EFL) university students. They participated in 13 sessions of AM with TLAN implementation to support their argumentative writing tasks. Quantitative findings indicated a significant improvement in participants’ writing content and writing coherence between the pre- and post-test stages. When ANOVA was employed, significant differences between one quiz score to those of the other quizzes were exposed. Interestingly, despite being EFL learners, the participants perceived TLAN as a normal and non-disrespectful practice in the EFL classroom. Furthermore, qualitative results indicated that the participants welcomed the use of AM with TLAN, finding it beneficial in their writing tasks. Overall, AM with TLAN emerged as a helpful strategy that not only improved argumentative writing skills but also fostered deeper cognitive and linguistic fluency, as well as critical thinking. The study proposes further investigation into AM with TLAN for future research endeavours
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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