Paper folklore of Malin Kundang (LTE) fix

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Central States Conference on the Teaching of Foreign Languages, 2016

Review and Acceptance Procedures Central States Conference Report The Central States Conference on the Teaching of Foreign Languages Report is a refereed volume of selected papers based on the theme and program of the Central States Conference on the Teaching of Foreign Languages. Abstracts for sessions are first submitted to the Program Chair, who then selects sessions that will be presented at the annual conference. Once the sessions have been selected, presenters are contacted by the editor of the Report and invited to submit a manuscript for possible publication in that volume. Copies of the publication guidelines are sent to conference presenters. All submissions are read and evaluated by the editor and three other members of the Editorial Board. Reviewers are asked to recommend that the article (1) be published in its current form, (2) be published after specific revisions have been made, or (3) not be published. When all of the reviewers' ratings are received, the editor makes all final publishing decisions.

2023

Bu çalışma Creative Commons Atıf-GayrıTicari 4.0 Uluslararası (CC BY-NC 4.0) lisansı altında online olarak yayındadır. https://creativecommons.org/licenses/by-nc/4.0/ Kitap atıf vermek kaydıyla ticari amaç haricinde kopyalanabilir, düzenleenbilir, dağıtılabilir ve yeniden kullanılabilir Bu kitap içerisindeki çalışmalar, yüksek akademik standartları sağlamak adına hakem değerlendirmesinden geçmiştir. İnceleme politikalarının tamamı için bakınız: https://sauyayinlari.sakarya. edu.tr/sayfa/hakem-rehberi-61. Çıkar çatışması: Yazarların beyan edecekleri herhangi bir çıkar çatışması bulunmamaktadır.

Journal of Studies of the English Language, 2024

The aim of this paper is to delve deeply into the pivotal role that technology plays in the enhancement of second language (L2) learning, and more specifically, how technology can propel or even fast-track L2 proficiency. Drawing upon insights from educational research and ELT resources and practices, this paper aims to illuminate the multifaceted ways in which technology is reshaping the landscape of language education. The paper begins by discussing the advantages of using technology to enhance language learning. It suggests that while these benefits are valuable, it is crucial for ELT professionals to investigate whether relying solely on these benefits can actually enhance students' language proficiency. The next part of the paper looks into a set of widely accepted principles related to second language acquisition. It then proposes how these principles can serve as a foundation for creating tech-enhanced language lessons that can potentially propel students' proficiency development. The paper concludes that technology can and should be used to engage students more actively in their English language learning process.

International Journal of Multimedia & Its Application, 2021

The high percentage of students who are still struggling with the English language is worrisome, even though there are many well-planned strategies and education policies that are developed to resolve this problem. It is a universal belief that learning a foreign language at a young age through reading plays an important role. Accordingly, the aim of this research is to design, develop and evaluate an interactive storybook application combined with suitable multimedia elements and features to encourage children to read. The interactive storybook entitled 'Jack and the Dirty Smelly Beast' was developed using Instructional System Design (ISD) and Rapid Prototyping model. An experimental study was conducted with 17 respondents between the ages of 6 – 8 years to test the effects of the multimedia elements and features in improving children’s learning. Their responses were recorded and analysed using descriptive analysis. The findings showed that respondents agreed that learning ...

Journal of Research in Curriculum Instruction and Educational Technology, 2017

he present research aims at identifying key factors which may have a significant impact on EFL teachers' skills of ICT in the 21st Century and beyond. Teachers need to understand not only how to use technologies, but also the benefits and costs their adoption and integration into English language arts and literacy teaching. Technology integration in any content area is most effective when the instructor, an expert in his or her discipline, makes important connections between the objectives and pedagogy of his or her content area and the available technology tools. The use of computer technology, with internet can be helpful for learning, improving, practicing and assessing different skills. Technology in the classroom makes learning more fun. Technology prepares students for the future. Technology helps students learn at their own pace. Technology connects with students. Technology helps in making diagnosis and intervention. Technology increases the creativity. But there are some other challenges to technology. Technology can be a distraction. Possible disconnect of social interaction. Technology can foster more cheating in class and on assignments. Students do not have equal access to technological resources. To make technology more accessible to ELL students, there are some practical ways for the teacher to get started in the classroom: build vocabulary, use handouts, create simple assignments for beginners, extended practice time, use pair and group work, teach students to consider the source. Results of the research shows that EFL teachers should master the following competencies that ensure positive learning outcomes: Successfully aligning technologies with content and pedagogy and developing the ability to creatively use technologies to meet specific learning needs, aligning instruction with standards, particularly those standards that embody 21st century knowledge and skills, balancing direct instruction strategically with project-oriented teaching methods, using a range of assessment strategies to evaluate student performance and differentiate instruction (including but not limited to formative, portfolio-based, curriculum-embedded and summative), acting as mentors and peer coaches with fellow teachers, designing developmentally appropriate learning opportunities that apply technology

2018

List of figures vi Preface vii 1. Introduction 1 2. Summary of research on children's digital books 17 3. Children's digital books: where to find them and how to evaluate them 31 4. Using digital books to support children's language and literacies 47 5. Using digital books to support individual children 67 6. Children as authors of digital books 87 7. Teachers as authors of children's digital books 8. Parents as authors of children's digital books 9. Digital libraries and library management systems 10. Innovative approaches to support personalised multimedia story-making Conclusion References Index 2 Summary of research on children's digital books This chapter aims to provide a concise summary of the existing empirical evidence concerning children's digital books. In selecting the studies for this review, I was guided by two principal aims: to include interdisciplinary evidence that uses mixed methods in examining the relationship between digital books and children's learning, and to give equal weight to both positive and negative impacts of children's digital books. Although I tried to include studies that were conducted in various countries, I could not escape the fact that the current evidence base is dominated by Anglo-American research with a quantitative orientation.

2014

Tremendous transformations in ICTs have questioned traditional concepts and constructs of reading and literacy. The use of mobile phones, especially those designed as 'smart phones', and access to various social network platforms have increased the volume of what people see and read daily and the frequency of interaction with different digital texts. The present study has investigated 200 respondents (staff and students) of two universities in Nigeria to ascertain the extent to which mobile phones and membership of online social network platforms promote reading and the literacy practices of Nigerian university students and academics. It was revealed that mobile phones and membership of social network promote reading to a high extent along the age variable. However, the literacy practices of students were low on critical literacy activities. Bearing in mind that the Web 2.0 revolution is a communication shift which must be harnessed to promote reading and literacy learning i...

2016

Review and Acceptance Procedures Central States Conference Report The Central States Conference on the Teaching of Foreign Languages Report is a refereed volume of selected papers based on the theme and program of the Central States Conference on the Teaching of Foreign Languages. Abstracts for sessions are first submitted to the Program Chair, who then selects sessions that will be presented at the annual conference. Once the sessions have been selected, presenters are contacted by the editor of the Report and invited to submit a manuscript for possible publication in that volume. Copies of the publication guidelines are sent to conference presenters. All submissions are read and evaluated by the editor and three other members of the Editorial Board. Reviewers are asked to recommend that the article (1) be published in its current form, (2) be published after specific revisions have been made, or (3) not be published. When all of the reviewers' ratings are received, the editor makes all final publishing decisions.