The volume traces the development of MALL practices through researchers' and teachers’ efforts to make sense of the impact of mobile technologies on formal and informal second language learning and development. This concise collection critically reflects on mobile assisted language learning research across educational stages, from early childhood through to university settings.
Las conclusiones indican que el uso de tecnología en el proceso de enseñanza y aprendizaje de la lengua extranjera significa tomar en consideración factores como el rol que cumple el estudiante, sus estilos de aprendizaje, la importancia del recurso tecnológico seleccionado, su apoyo al aprendizaje,el rol del profesor y su enfoque de enseñanza Desde la perspectiva de los docentes, las tecnologías apoyan al aprendizaje de los estudiantes y permiten la diversificación de las estrategias pedagógicas que utilizan con sus estudiantes. Los resultados destacan, desde la percepción de los estudiantes, el rol interactivo de la tecnología en sus aprendizajes y las posibilidades que ella ofrece a los distintos estilos de aprendizaje. Para ello, se aplicó una entrevista semi-estructurada a quince profesores de liceos técnico-profesionales y a quince estudiantes de tercer año de secundaria de establecimientos educativos de la Corporación de Estudio de la Cámara de Producción y de Comercio de Concepción, Chile. Entonces, surge la necesidad de conocer las percepciones de profesores y estudiantes sobre el uso de la tecnología en el proceso de enseñanza y aprendizaje del inglés. El creciente acceso a la tecnología ha promovido la inclusión de herramientas tecnológicas al aula. In addition, utilizing various technologies such as video conference feedback digital technology interactive is recommended for future researchĮl aprendizaje del inglés como lengua extranjera es un eje fundamental en Chile debido a que el manejo de este idioma permite la obtención de mayores oportunidades laborales y académicas. It aims to cultivate information from different perspectives and provide a new understanding of utilizing it to improve speaking ability. However, the limited data collection design is asserted as a future research recommendation, such as in-depth interviews. In addition, teachers' and researchers' perspectives might be narrowed down into five dimensions 1) Monitoring and evaluating students' speaking progress, 2) Reformulating student-centered learning, 3) Utilizing peer-feedback, 4) Diversifying teaching approach, and 5) Removing anxiety. The results proved that Vocaroo significantly improves speaking ability in pronunciation, intonation, diction, relevant topics, appreciating the listener, and reasoning. The study employed open-ended questionnaires to investigate student, teacher, and researcher perception. This study investigates the improvement of students' ability by using Vocaroo refers to different perspectives. Technology Vocaroo can improve students' speaking ability. Vocabulary learning if they are used in the everyday English learning activities at schools. Learning, and apps like Memrise, Duolingo, WordUp, and Busuu promote vocabulary learningĪnd can help teachers achieve the aim of improving their students' English proficiency through Graphic Organizers, The Vocabulary Self-Collection Strategy, The 4 Strands, and Contextual Like The Keyword Method, The Direct Translation and L1-L1 pairing, The Pictorial Method, Skills, Following thorough scrutiny of the reviewed literature, it was established that methods They implement them in the classrooms and share them with their students to boost their English Vocabulary learning and present their main characteristics and challenges for teachers so that Monograph is to investigate web tools, mobile apps, strategies and methods for English (2001) estimating a 2,000 words threshold necessary to speak English as a second language andĪnother of 9,000 words for reading comprehension. Noted by authors like Nation and Waring (1997) and Arévalo and Diaz (2016), with Nation There is a direct relationship between vocabulary knowledge and general English proficiency Teachers need to figure out ways to help students improve their English level. To the low English proficiency of public high school students in Colombia near graduation,Įstimated as an A2 level (Semana, 2020), the objective has not been reached yet, therefore, Speaking English todayĪllows people from different cultures to interact, opens opportunities for individuals, andĬontributes to a nation’s economic development, because of this, in Colombia the Ministry ofĮducation (MEN) promotes English learning through national plans and curricula, however, due
Status of English as the international language for communication.
English proficiency is a top priority in many education systems around the world due to the
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