The Summary Journal 15

Measuring Digital Competence and ICT Literacy: An Exploratory Study of In-Service English Language Teachers in the Context of Saudi Arabia

Source: International Educational Study; Vol. 10, No. 12; 2017

By Ahmed Abdulteeef M. Al Khateeb

College of Arts, King Faisal University, Al-Ahssa, Eastern Province, Kingdom of Saudi Arabia

There has been growing interest among researchers across the globe in the areas of digital competence and information and communication technology (ICT). The concept of information communication and technology (ICT) intersects with the fundamental premises of digital competence. Nevertheless, the latter requires individuals to be able to retrieve, evaluate, store, present and exchange information and communication, as well as collaborate through the internet and social networking tools. Digital competence does not only show the ability to make use of the wealth of new potentials associated with digital technologies and overcome the challenges they may involve, but it also indicates the meaningful participation in the emerging knowledge society of the twenty-first century.

The purpose of this research is to measure in-service English language teachers’ digital competence, particularly for the enhancement of teaching English as a second/foreign language in schools in Saudi Arabia. The research methodology includes the criteria by which researchers go about their work in order to describe, explain and predict certain phenomena. It uses the quantitative approach of methodology. The total number of teachers who participated in this research was one hundred and ten (male and female) teachers across the Kingdom of Saudi Arabia. The participants were in-service English language teachers who work in primary, intermediate and secondary education. They were selected through a technique known as of purposive sampling. A standardized questionnaire was adopted and was later administered and managed via one of the electronic survey platforms, SurveyMonkey. The questionnaire was designed and tested by European Union (Europass) and a few necessary amendments were made in order to make it more suitable for the context and participants.

The findings show that despite the fact that the majority of the teachers had certificates in ICT; they assessed themselves as less competent in several aspects of digital competence. Nevertheless, this does not necessarily mean that other teachers with more or less years of teaching experience are uniquely different. The statistical analysis showed a strong correlation (with a score of 0.73) between the ability to edit the content produced by others such as adding and deleting and the ability to increase awareness of the users’ privet  information and credentials e.g., username and password.

The Summary Journal 14

Motivational Elements of Digital Instructional Games: A Study of Young L2 Learners’ Game Designs

Language Teaching Research 1–16, 2016

By Yuko Goto Butler

University of Pennsylvania, USA

Despite the fact that the number of young second language (L2) learners (up to 12 years old) is growing worldwide, previous studies on task-based language instruction have not given these learners much attention, and it is often reported that young L2 learners tend to lose their motivation for language learning by sometime around the end of primary school (e.g. Carreira, 2006; Lopriore & Mihaljević Djigunović, 2011). This might be partially due to that fact that existing instructional material and tasks designed for young learners ‘often fail to cater to the genuine interests of children and to invoke intrinsic motivation for learning’ (Prosic-Santovac, 2016, p. 1). As young learners engage in playing computer games intensively (Gee, 2007; Prensky, 2001), however, these games are promising sources of information on their interests and factors that intrinsically motivate them.

The aim of the study is to identify motivational task elements based on what children respond to positively in games and incorporate into their own L2 vocabulary learning game designs. Eighty-two sixth-grade students (ages 11–12 years) in Japan were first asked to identify game elements by examining existing games and then to design games incorporating DIG tasks of their own and peer-evaluate them. Building on previous work (Butler, 2015), the study uses a mixed-methods approach to examine how both task-intrinsic characteristics and implementation conditions were realized in innovative and engaging DIG tasks by children.

The results of the study suggest that learners’ affective engagement in tasks may depend on both task implementation conditions as well as task-intrinsic characteristics. Some of the elements identified related to task implementation conditions (e.g. self-control functions, instant feedback, repetition) while others (e.g. challenge, fantasy) related to task-intrinsic characteristics. Skehan (2016) makes a clear distinction between task characteristics (e.g. number of elements in tasks) and task conditions (e.g. planning and repetition) and argues that the later may have a more promising relationship to learning on tasks. The present study suggests that it may be worth investigating if the same argument can be made when it comes to the effect of these factors on learners’ task motivation.

The Summary Journal 13

The Effect of a Mobile Gamification App on Elementary Student’s Spanish Achievement and Self-Efficacy

Computer Assisted Language Learning, 2017

By Jason R. Rachel and Amanda J. Rockingson-Szapkiw

Calvary Christian Academy, Fort Lauderdale, FL, USA and University of Memphis, Memphis, TN, USA

Foreign language literacy is of great value to national security, economic growth, and international relations (Lacorte, 2013; Pufahl & Rhodes, 2011). Students who start foreign language study before the age of 12 can attain higher levels of foreign language proficiency than students who start later than 12 (Abrahamsson & Hyltenstam, 2009), yet the United States has placed a low priority on the amount of time and resources devoted to foreign language study in elementary schools. Math, language arts, and science programs received greater scrutiny under programs like the No Child Left Behind Act (2001), and schools have invested their resources accordingly (Taylor & Lafayette, 2010).

The purpose of this study is to determine the effectiveness of a mobile gamification application for Spanish instruction in comparison to face-to-face foreign language instruction. The mobile gamification application used in this study is Duolingo®, an application that integrates adaptive learning and gamifi- cation for teaching Spanish. Two research questions were examined: (1) What is the effect of a foreign language mobile gamification application on elementary students’ Spanish language achievement, while controlling for a Spanish language achievement pretest? (2) Does elementary students’ academic selfefficacy differ based on the type of foreign language instruction provided (i.e. traditional vs. a foreign language mobile gamification application), while controlling for an academic self-efficacy pretest?

Quantitative study examined the effect of a mobile gamification application on Spanish language achievement and student self-efficacy for elementary students. More specifically, quasi-experimental, pretest-posttest non equivalent control group design was used to compare elementary school students’ language achievement and student academic self-efficacy when participating in Spanish language instruction using only Duolingo versus traditional face-to-face classroom Spanish instruction.

The participants in this study were a convenience sample of third and fourth grade (N = 187) student from private school in South Florida. However, not all student data was included in the study. The Foreign Language in Elementary School (FLES) program at the site school consists of a once-per-week, 40 minute Spanish class.

The results of the study are consistent with other research that has examined Computer Assisted Language Learning (CALL) and Mobile Assisted Language Learning (MALL). For example, Peterson (2010) found no difference in achievement when he compared high school students, participating in e-tutor software, like Duolingo, and face-to-face instruction. In a meta-analysis of e-tutor systems, Cerezo, Baralt, Suh, and Leow (2014) concluded that face-to-face versus CALL often produce similar learning outcomes. Similarly, Grgurovic, Chapelle, and Shelley (2013), in their meta-analysis of computer technology-supported language learning, concluded that students using computer technology supported language learning performed similarly or outperformed those using traditional instruction. Research consistently shows MALL and CALL producing similar positive results (Foomani & Hedayati, 2016; Sato, Murase & Burden, 2015; Shi, Luo & He, 2017).

Findings of this research on self-efficacy are similar to previous research and theory. Previous research has established an association between computer-facilitated language learning and self-efficacy (Chang, 2005; Zheng, Young, Brewer, & Wagner, 2009). Moreover, Bandura (1982), in his social cognitive theory (Bandura, 1982), suggested that (1) mastery experiences, (2) vicarious experiences, (3) social persuasion, and (4) physiological and emotional states, elements found in mobile gamification apps, influence self-efficacy in a positive manner.

The Summary Journal 12

The M-Learning Experience of Language Learners in Informal Settings

13th International Conference Mobile Learning 2017

By Emine Şendurur, Esra Efendioğlu, Neslihan Yondemir Çalışkan, Nomin Boldbaatar, Emine Kandin and Sevinç Namazli

Ondokuz Mayis University, Turkey  and Turkish Ministry of National Education, Turkey

In this study, the researchers are going to explore the m-learning experiences of Duolingo users. It is a very popular application having 50 million users and has versions in different languages. There are studies including many MALL, but this study is designed to have insights of user experiences in a specific MALL. The following research questions will be utilized: (RQ-1) Why do the participants prefer m-learning applications?; (RQ-2) What are the user experiences of Duolingo m-learning application?

The design in this study used a single case-study (Yin, 2009).  The researchers deliberately choose a group of adult language learners having m-learning experience on Duolingo mobile application. 18 users were invited for interviews. They use at least one language learning application in addition to other apps. The mostly studied language is English (N=13), then German (N=4), Spanish (N=3), and finally Italian (N=1). Their occupations of participants were: student (N=4), teacher (N=4), engineer (N=2), accountant (N=2), civil servant (N=2), ship-broker (N=2), interpreter (N=1), and graphic designer (N=1). The data collection is through semi-structured individual interviews lasting about 10-15 minutes.

In user experience, effective and efficient use of the app is very important in addition to the satisfaction. If people perceive the ease of use then the frequency and the probability of the good experience may occur (Hsia, 2016). The majority of the participants were very positive about the interface and the overall experience. Duolingo supports multiple types of practices ranging from vocabulary to pronunciation. Such a rich environment can increase the flow of the usage. Gikas and Grant (2013) suggest that the quick access, situated learning, and various learning options are the advantageous parts of m-learning. Practicing vocabulary, grammar, speaking, and listening with repetition were seen crucial according to the participants. Duolingo offers an extensive series of practice, which may appeal the users, so that they continue to use it. Such apps can be used not only informally out of the school, but also during the formal learning period to support the user (Steel & Levy, 2013). Although the aim of the notifications is to encourage users to log in the system, for some participants those notifications were the main reasons why they leave the system eventually. At this point, the designers should carefully analyze the needs of the stakeholders (Stockwell & Hubbard, 2013). Recently, adaptive learning environments are on the spot. For such popular m-learning apps, adaptive features should be embedded in the future.

The Summary Journal 11

Opportunities and Challenges Faced by Private Higher Education Institution Using the TPACK Model in Malaysia

Procedia - Social and Behavioral Sciences 91 ( 2013 ) 294 – 305

By Lau Teng Lye

INTI International University of Malaysia

The important of ICT in educational system has become a policy choice in public and private educational development. This is due to the conventional or traditional teaching and learning approaches are not able to cope with the high demand for education. The institution group online teaching and learning training program has helping 90% of the staff in each branch to effectively integrate up-to-date (ICT) into teaching and learning processes. Since year 2010, all of the academic staff must undertake at least one module of the online teaching and learning training modules in whole year academic year. This policy was making compulsory to academic staff for improving their teaching and learning skills in this advanced technology age.

The Technological, Pedagogical and Content Knowledge (TPACK) model, focuses on the challenges of integrating ICT in teaching and learning by the instructor or academic staff. The TPACK model addressed on how the academic staff knowledge on integrated the technology in their teaching and learning environment. The academic staff basic natures of knowledge or elements are included in the form of pedagogy, content and technology knowledge. At the centre or heart of the TPACK model is the complex intersection of these primary form of academic staff basic nature of knowledge.

In this research study will examines the opportunities and challenges faced by one of the private higher education institution group in Malaysia that implementing the Technological, Pedagogical, and Content Knowledge (TPACK) model in their teaching and learning processes. The questionnaire survey designs based on the TPACK model specifications, used to identify the aspects of technology knowledge, pedagogical knowledge and the content knowledge of the respondents of the research. There are 39 respondents in this research that is 19 academic staff that from technology faculty and 20 from the non-technology faculty.  

The researcher concluded that there are still having rooms for improvement in private higher educational institution on ICT based educational system. Most of the academic staff only achieved an average level (3.9 out of 7) of integrating ICT in their teaching and learning processes. The top management of this private higher education institution should reconsider to intensify the support in terms of technological, pedagogical and content knowledge aspects in academic staff teaching and learning skills. Another evidences that showed the academic staff was not utilize the ICT in their teaching and learning environment was 80% (30 out of 39) of the staff were undertaken the online training modules.

The average scored might due to the challenges feedback (open ended question) by the academic staff in teaching and learning environment such as time consuming to design the instructional or teaching materials using the ICT tools, do not have time to look for instructional materials, heavy loaded with the teaching loads, poor technical support and facilities. In order to improve the integration of ICT in teaching and learning processes, the academic directors have to improve the TK, CK, PK aspects of the academic staff. At the same time, there were needs for resolving the challenges faced by the academic staff in this private higher education institution group.

The Summary Journal 10

Educational Website Design Process: Changes in TPACK Competencies and Experience

 International Journal of Progressive Education, Volume 14 Number 1, 2018

 By Nezih Önal & Ecenaz Alemdağ

 Nigde Omer Halisdemir University & Middle East Technical University

Professional teaching courses that are taught at the faculties of education play an important role in pre-service teachers being able to integrate the education with information and communication technologies (ICT). One of the most important courses preparing pre-service teachers for the technological integration in Turkey is the Instructional Technology and Material Design (ITMD). The content of the course includes concepts about instructional technology, planning and implementing the proper technology, features of different instructional technologies and developing materials by using these technologies, and examining and evaluating the visual design principles and educational software (the Council of Higher Education, 2007). The vision set by the Ministry of National Education (2013) regarding the information technology in the Turkish educational system emphasizes the importance of this course on preparing prospective teachers for technology-integrated lessons.

The purpose of this research is to reveal the possible changes in the TPACK competencies of pre-service teachers in the process of designing an educational website within the scope of a course based on the TPACK model and the learning by design approach. This study also aims at reveal pre-service teachers' experiences in the design process. The design of the research is embedded mixed design wish is one of the mixed research methods. The research conducted with 28 pre-service teachers who were selected with the convenience sampling method and who registered in the Instructional Technology and Material Design (ITMD) course at the Department of Computer Education and Instructional Technology (CEIT) in a Turkish state university.

The researcher concluded that the learning by design approach brings pre-service teachers’ TPACK competencies in highly effective significant contributions. Moreover, it was revealed that the design process expands pre-service teachers’ schemes regarding the properties which digital instructional materials should possess. The research also enlightened the motivating factors such as receiving support and the challenging factors such not being able to use software for pre-service teachers in the design process. finally, the findings ware interpreted within the framework of TPACK and the learning by design approach and recommendations were made for futire practices and studies.

The Summary Journal 9

Improving Technological Pedagogical Content and Knowledge (TPACK) of Pre-Service English Language Teachers

Source: International Education Studies, Vol. 9, No. 5, 2016

By Ceylan Yangın Ersanlı

Department of Foreign Languages, Faculty of Education, Ondokuz Mayıs University, Samsun, Turkey

Teaching and learning is defined as a complex activity that draws on many kinds of knowledge (Mishra & Koehler, 2006, p. 1020). In the past, teaching and learning environment is defined as an intersection of two main domains; pedagogical and content knowledge (PCK). The idea was first proposed by Schulman (1986). PCK refers to the unique form of professional knowledge that teachers possess in making the content knowledge accessible to the students through some pedagogical methods (Chai, Koh, & Tsai, 2013). Today, with the effects of educational technologies, Shulman’s idea is built on by adding a new technology component. With the emergence of technological, pedagogical and content knowledge (TPACK) technology-supported courses have gained priority. In very broad terms TPACK can be defined as a framework which synthesizes digital technologies into classroom teaching and learning. The core components of TPACK are content knowledge (CK), pedagogical knowledge (PK), and the technological knowledge (TK). These three basic forms of knowledge have overlapping parts namely; pedagogical content knowledge (PCK), technological content knowledge (TCK), technological pedagogical knowledge (TPK) and the TPACK.

Though many teachers do not ignore possible benefits of using digital resources to help students’ academic achievement, several studies indicate teachers may be reluctant to use or integrate technology to support their classes (Conlon & Simpson, 2003; Cuban, 2001; Watson, 2001). Among several reasons, not knowing how to effectively use technology can be cited as a major cause. Knowledge about technology is complex and dynamic. The ever-changing nature of technology requires constant up dating. Staying current might be time consuming for teachers. Yet, it is inevitable for teachers to acquire TPACK. To this end, a constructivist approach is thought to be effective in that knowledge is constructed through interactive experiences with the world and others. A perspective assuming experience as a necessary condition for the acquisition of knowledge might infer that training and workshop sessions help pre-service teachers acquire and improve TPACK.

This study aims to explore the effectiveness of a five-week workshop and training sessions on Technological Pedagogical Content Knowledge (TPACK) of pre-service English language teachers. The study employed a mixed design involving qualitative and quantitative research methods. The participants of the study were 59 pre-service teachers in an English Language Teacher Training Program in a state university.

The results indicate a statistically significant improvement of TPACK scores both male and female pre-service English language teachers. The journal entries clearly indicate an increase in several possible applications or websites that can be used in the classroom with more effective and to the point objectives. The pre-service English teachers have also displayed better performance in manufacturing and tailoring language learning/teaching materials with specific goals.