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.

The Summary Journal 8

Enhancement of Performance and Motivation through Application of Digital Games in an English Language Class

Source: Teaching English with Technology, 18(1), 77-92, 2018

By Saovapa Wichadee and Fasawang Pattanapichet

Application of games for educational purposes has been observed for many years with an aim to increase students’ motivation, which is an important, pervasive determinant of learning behavior (Schunk, Meece, & Pintrich, 2013). That is, a game-based learning context helps to shape a higher level of motivation of an individual (Ebrahimzadeh & Alavi, 2017). Games have significant role to play to change a traditional teacher-centered classroom to learner centered classroom. The use of games in class provides the students with an exciting learning experience (Icard, 2014). Accumulating points and getting a sense of competition-driven systems such as competing for prize and ranking are typical features in gamification (Burke, 2014). Therefore, students become attentive because games make their learning more enjoyable (Chou, 2015).

This current study aimed to determine how game-based learning affects students’ learning performance and motivation as well as investigate their views on gamification. The study adopted a quasi-experimental design. The participants are 77 students who registered for EN013 (3 credits) in semester 1 of the academic year 2017 at a private university in Thailand.

The findings reveal that the gemification technique not only increased students’ motivation but also enhanced their learning outcomes. This indicates that the application of digital games can transform any contents that are boring or difficult like aspects of grammar or vocabulary to be interesting and easier to understand. Games can make students enjoy attending the class. Since the game concerns winning and losing, instructors need to inform them of the real purpose of gamifying language activities. That is, what they can gain more than competition and enjoyment is learning something new such as grammar and vocabulary knowledge.

                                                                                                                            

The Summary Journal 7

Associations among Teachers’ Attitudes towards Computer-Assisted Education and TPCK Competencies

Source: Informatics in Education, 2017, Vol. 16, No. 1, 1-23

By Meltem Huri BATURAY, Sahin GOKCEARSLAN, Semsettin SAHIN

The current study investigates the attitudes of teachers towards Computer-Assisted Education (CAE)  and their knowledge of technology, pedagogy, and content via TPACK model that assess the competences for developing and implementing successful teaching. In the study the participants’ attitudes and competencies were collected with use survey research designs as procedure in quantitative research in which the researcher administer a survey to a sample or to the entire population of people.  

There were 280 teachers from different subject who are working in a FATIH project pilot area at different K12 schools in Karaman, Turkey participated in the study. Convenient sampling technique was implemented for sampling procedure.

The results of the study indicate that teachers’ attitude towards CAE scores much higher than their TPACK scores. There is a low level positive correlation between their TPACK competencies and their attitudes towards CAE. Particularly, teachers’ competencies of Technology Knowledge (TK) and Technological Pedagogical Knowledge (TPK) have much higher relationship with their attitudes towards CAE when compared to other competencies. Attitude toward CAE is observed to differ by gender. As for TPACK competencies, TK and Technological Content Knowledge (TCK) differ by gender. The TPACK framework explains 20% of attitudes towards CAE. TK is the construct having the highest effect in explaining the attitude towards using CAE.   

The researchers may further investigate TPACK competencies and attitudinal changes of teachers during and after the project with repeated measure research design or as a longitudinal study. Besides there is a need for further research investing the associations between TPACK knowledge, teacher beliefs and attitudes at different contexts.

The Summary Journal 6

Nonnative English-Speaking Students' Lived Learning Experience with MOOCs in a Regular College Classroom

Source: International Review of Research in Open and Distributed Learning Volume 18, Number 5

By Moon-Heum Cho and Moonkyoung Byun

Sungkyunkwan University, Seoul, South Korea

     Very little is known about how nonnative English-speaking students learn in MOOCs. Several researchers have argued that MOOC developers and educators should consider their needs. Because most MOOCs are offered in English (Shah, 2015a), the language barrier is a concern (Colas, Sloep, & Garetta-Domingo, 2016; Reilly et al., 2016; Sanchez-Gordon & Lujan-Mora, 2014). Nonnative English-speaking students read more slowly than native speakers and likely to play a video slowly to understand instructors' lessons (Reilly et al., 2016) and may require more time to learn the content, sometimes falling behind (Sanchez-Gordon & Lujan-Mora, 2014). Nonnative English-speaking students tend to achieve lower scores than English-speaking students in MOOCs (Engle et al., 2015; Reilly et al., 2016).

     The goal of this study was to examine English-speaking students' lived experiences when MOOCs were adopted as a learning activity in a regular college classroom. The phenomenological method implemented to examine those experiences in 24 Korean college students. Phenomenology is an approach used to uncover the meaning of human experience as people live in (van Manen, 2007). Bruyn (1966) held that "phenomenology serves as the rationale behind efforts to understand individuals by entering into their field of perception in order to see life as these individuals see it". The phenomenon under study in this paper is nonnative English-speaking students' experience taking a MOOC as a learning activity in a regular college classroom because the researchers aimed both at exploring and interpreting their experiences with a MOOC and because phenomenology supports descriptive and interpretative analysis.

     The researchers collected students' learning experiences from multiple data sources to validate and triangulate the findings. These multiple data sources included one-on-one interviews, an open-ended online survey, observation notes on the MOOCs, weekly online journal entries, and social interaction via KakaoTalk.

      Six themes emerged from data analysis as the finding of this study: wonder and interest, novel learning and teaching practices in a MOOC, preference for video style, learning strategies, motivation to learn in a MOOC, and need for face-to-face interaction. Implications for integrating a MOOC into a regular college course are also presented.

The Summary Journal 5

Exploring Students' Learning Journals with Web-Based Interactive Report Tool

Source: 14th International Conference on Cognition and Exploration Learning in Digital Age (CELDA 2017)

By Yuta Taniguchi, Fumiya Okubo, Atsushi Shimida and Shini'ichi Konomi

     In this article, the researchers examine about students' learning journal with use an interactive report tool. For researchers, students' journal writing could be useful resources for teachers to grasp their understanding and see their own teaching objectively. However, reading a large number of journals throughly is not always realistic for teachers. Although various automatic analysis methods have been proposed to understand learning journals, they does not necessarily fit needs of teachers and tend to overlook minor opinion.

     This research uses a web-based interactive report tool for journal entries, which provides word-based navigation mechanism and shows patterns of word usage. The researchers also consider a kind of keyword that helps them to understand a wide variety topic of journal entries. The graphical user interface displays such as keywords as entry points of journal exploration. The keywords are shown in ranking tables for each week, and it can be seen how the usage of words varies from week to week and also show frequent adjectives for every week, which presents the temporal change in sentiment.

     The measurement proposed in (Taniguchi et al., 2017), which identifies weekly keywords. Minor opinions or topics are relatively difficult to notice when they read students' journals in a limited time. Most of the journal entries usually share the common topics, and thus they skip some redundant entries. The important measure balance between minor and major topics by taking into account both frequency and the week-specificity of a word, where week-specificity is computed from the week frequency of the word in dataset. Since minor opinions, highly related to particular course topics tend ti include week-specific word, it can be efficiency ignored redundant entries by choosing entries that includes weekly keywords.

The Summary Journal 4

Using a Blog to Facilitate Extensive Reading: An Exploratory Study

Source: The IAFOR Journal Education Vol. 1 - Issue 1 - Spring 2013

By Magadalene Meow Khee Chew and Chaterine Cheng Kiat Lee

          Research shows that Extensive Reading (ER) has many benefits for language acquisition. The researcher were making ER appealing to the digital generation which it is pertinent to look to the social media embraced by today's youth. This study explored the use of the blog as a space to share peer-selected reading material to enhance reading motivation among English Language learner. This paper employs the qualitative approach with a detailed explanation of the findings from the questionnaire administered and the focus group interviews conducted.

          The participants involved two groups of students at private university in Malaysia. The groups were taught by one of the researchers in two separate semesters. Twelve students on remedial English language programme made up the first group and the second group comprised 18 students in a foundation programme.

The result showed that the students were positive about the use of the blog for reading beyond the classroom but required tangible rewards and complementary activities to reinforce their motivation to participate. Most significantly, the results of this study indicate that the blog is a viable tool for facilitating ER.

The Summary Journal 3

The Effectiveness of Digital Video Games on EFL Students' Language Learning Motivation

Source: Teaching English with Technology

By Mohsen Ibrahimzadeh and Sepideh Alavi

     The study examined the effect of a commercial digital video game on English Foreign Language students' language motivation. The participants were 241 male Iranian high school students (aged 12-18) which selected through cluster sampling from one junior and two senior high schools. The participants divided into three treatments: Readers, who intensively read game's story; Watchers, who watched two classmates play digital video game. The research was designed by action research based on preliminary research.

     The result indicated a significant language learning motivation increase over time and the use of commercial digital video games can enhance high school students' language learning motivation.

The Summary Journal 2

Intentional Vocabulary Learning Using Digital Flashcards

Source: Canadian Center of Science and Education

By Hsiu-Ting Hung, 2015

            The research set out to examines whether and how digital flashcard can be incorporated into a university course to promote the vocabulary learning of English Foreign Language. This research was conducted at a public university of Taiwan, where the students learn English as Foreign Language. All the participants (N=75) were drawn from three intact classes of first-year English majors, averaging 25 students per class. The study was designed by varying task designs of flashcard use. The findings underscores the value of learning vocabulary with digital flashcards as an alternative to move conventional resources, and draw attention to the relative merits of embedding digital flashcards in collaborative learning tasks in classroom setting.

The Summary of Journal

      Innovative Resources Based on ICTs (Information and Communications Technologies) and Authentic Materials to Improve EFL Students’ Communicative Needs

Source: Research-published.net

By Rebecca Gonzalez Otero, 2016

This research is about identifying EFL students’ communicative needs and developing their oral skills through the use of authentic materials and information and Communications Technologies (ICTs) in the classroom. The participants are three groups of seventeen years old students attending 1st year of Bachillerato in three different secondary schools within the region of Madrid. This research was designed by using action research based on preliminary research study where able to observe the current EFL teaching practices in Spain and to identify the students’ communicative needs. Research in this field showed that innovative materials based on authentic materials and ICTs provide great outcome in teaching English to speakers of other languages and for this finding it can eventually prove that the materials and resourced used in the language can actually become a driving force in the renovation of the EFL teaching system in Spanish schools.

The Summary of iTELL Conference 2018

ITELL Conference 2018

“CALL & MALL to Enhance Thinking Skills

A.    Parallel Session

1.      Project-Based Learning in Instructional Materials and Media Development Classroom by Isna Rahmawati.

In this research, Project-Based Learning (PBL) was the instructional materials which implemented in the classroom. The presenter describe the model of PBL based on Mergendoller & Thomas (2003) as follows; planning the project, monitoring, adjusting or troubleshooting strategies, assessing the learners and evaluating projects while the method of case study the presenter took accordance to Cresswell (2012) that is; identifying the phenomenon, identifying research participants, generating hypothesis, collecting data, analyzing data and interpreting data. From all the process which done by the presenter resulted the findings and discussions. First, scaffolding in PBL helped the students in IMALD class understand the concept of developing instructional materials and media. Second, adjusting and troubleshooting strategies aroused students’ feeling of challenges in using technology and pride of ability to solve the problem. Third, PBL can increase students’ responsibility and involvement in authentic problems, in working with others and building real solution. And fourth, the integrating of PBL and community service learning initiated students’ understanding on social life.

2.      Tape Me and I Learn More by Itje Chadidjah

The purpose of this study is to develop students’ awareness that public speaking class needed to improve their professional and personal life. This is because some problems which the presenter stated: first, unsatisfied with allocated time for public speaking. Second, various level of students English competence. Third, students’ have meek behavior. And fourth, students’ motivation.

The presenter explained that both teacher and students should have agreement with the syllabus. In taping project, it done by the students were recorded. The students must record themselves to decrease their psychological barriers. From these activities, the students will get some benefits. Students learned to: (1) control their body language, (2) eliminate their shyness, (3) control time when talking, (4) correct the language mistake, (5) train mental before speaking. Another, students learned to: (1) assess an correct themselves, (2) be much more confident, (3) the lecturer session become more flexible, (4) They did not rely on the time when the lecturer absent, (5) they control their own progress, and (6) they know to cite from different resource.

At end of presentation, the presenter gave suggestion that appreciate the students in every level, use appropriate tools to the students and use appropriate project to the students.

3.      Lecturer’s Teaching Procedures and Perceptions of Using Google Sites in English Teaching: A Case Study of An Islamic State University in Indonesia by Badi’atul Azmina.

The research examines about how English teaching procedure using Google site and the lecturer’s perception of using Google sites in English teaching. Method that used in this research is interactive model data analysis by Miles and Hubberman (1994). The data collecting techniques were observation, interview, and document analysis.

English Lecturer (EL) used Goggle site as a platform to give instruction, materials, and discussion to the students. First, the students got the site link and the presenter asked them to read and follow the steps carefully. Second, the presenter gave the activities and the instruction must be followed by the students. Third, the activities consisted of five steps and the students must do each step as instructed. Fourth, EL got link to web-quizes to practice their grammar. After doing the step, the students are asked to have discussion and feedback to each other by typing their comment.

  The study revealed that lecturer makes certain teaching procedure in using goggle sites in accordance with students’ level, curriculum, and the content of the teaching and learning process. Also, lecturer gave positive responses toward the use of Google sites in English teaching. In general, the use of Google sites in teaching English subject for undergraduate level students is beneficial. The research implication of this study are to (1) give an example of teaching procedures using technology, especially Google sites, and (2) find out how teacher’s perceptions of it.

4.      The Use of English Conversation Practice in Speaking Learning Process through Autonomous Learning System by Rizki Febri A.H.

In this study, the presenter occupied the mobile phone technology as the media in speaking learning process.  Mobile phone is one of technology we live in today which has many features. For these features, the presenter took the advantages for speaking learning process. Through mobile phone, students download English conversation application. The students can practice on listening section and record it through English conversation application. From this process of learning, the presenter concluded that English conversation practice application is a good application to help the students in practicing their speaking skill autonomously. Moreover, this application is fulfilled by complete and colorful features so that it becomes interesting application.

5.      Flipped Classroom: Creating Teaching Media in Islamic Instructional Context by Suhartini Syukri, Isna Humaerah and Sarjania Zur.

In this presentation, the purpose of the study was reinvigorating students’ insight by creating media after flipped learning was conducted and grasping students’ perception. The teaching procedures of the flipped classroom are: first, students prepare to participate in class activities. Second, students practice applying key concepts with feedback and third, students check their understanding and extend their learning. From the learning activities resulted that at least 85% of students have good interaction and responsibility of attaining new knowledge at home through assigned video during flipped classroom.

The students’ also implemented Islamic value in the concept of teaching media. Adding exercise reflecting the Islamic values relevant to the topic presented and embedding verses from Al-Qur’an.

B.     Keynote Speaker

CALL & MALL to Enhance the Thinking Process by Dr. Gumawang Jati, M.A.

In this session, the speaker introduced some application which it can facilitate the teacher in learning process. The speaker emphasizes that in teaching and learning, think the delivery to the students (impact to the students) although the teachers got the materials from website.

Some of the application or website that introduced by the speaker are learnerenglishteens which it is about self directed learning, autonomous learning and online learning. Authoring tools for interactive learning used kahoot.com, edpuzzle.com and onlinequizcreator.com. Creation tools for thinking skills used padlet.com, readwritethink.org which makes the students active through understanding and the ways to write, canva.com help to make poster which this activity will make the students creative and think the concept of it and screencast-o-matic.com, it is about online lecture.

For Math subject can used cymath.com and integral-calculator.com which provides the formula of math instantly and also question and answer are available. For personal assistant used siri (for ios) and Robin (for android) which you can search and find the information only by speak to the application and for personal trainer used Orai as a public speaking application.

For language learning subject used analyze.academichelp.net/free-grade-mypaper.html which the web will show the score in detail of your paper, essay-grader.com help your structure in writing and lessonwrite.com help you to make lesson plan.

C.    Plenary Speaker

1.      TPACK (Technology Pedagogical and Content Knowledge) The Concept and Practice in the Classroom by Dr. Nur Arifah Drajati.

TPACK is a framework for teachers in teaching the course with technology to engage and enhance to achieve the effectiveness of students’ learning. Shulman (1986) unites the knowledge into three: content knowledge, pedagogy knowledge and technology knowledge which it called as TPACK. Koehler & Mishra (2009) described TPACK into three circles which influence to each other: “how to teach” relate to pedagogical, “what the teachers’ know” relate to the content and “how technology is used” relate to the technology which the relation among these three is appropriate to face 21^st century learning.

The speaker stated the framework of TPACK in each of them. The content knowledge divide into three: (1) facts, (2) concept, (3) theories. Pedagogical knowledge: (1) how instructional strategy, teaching method, and instructional strategy apply in the classroom, (2) project based learning, (3) think-pair-share which it refers to TPACK. Technological knowledge: (1) how to use the technology tools, (2) select- use- integrate into the curriculum, (3) new insight for students in learning.

The speaker also stated the quality learning four dimension to 21^st learning: first, active learning (manipulative, observing, articulating), second, authentic learning (real world), third, relative learning (self-assessment, continual improvement), and fourth, collaborative (understanding is socially constructed).

In the research of the speaker, Drajati et.al (2018) explained that the group of 1-3 years experienced teachers has more varieties in making use of technology tools in their classroom. They knew and applied the tools such as Youtube, C-Maps tools, comics, video, online dictionary, blogs, mediated online discussion, social media and games in the classroom. Meanwhile, the group of experienced teachers (more than 10 years teaching) and pre-service teachers use the modest technology media tools, such as power point and video in creating the classroom more alive and creative.

2.      Cyber Bullying and Child Protection by Riezky Novyana.

A digital footprint is a trail of data you create while using the internet. It includes the website you visit, emails you send, and information you submit to online services. A poor digital footprint impacts on not being able to work in some profession, employers can check your social media posting when recruiting, unable to obtain travel visa to some countries, and being known to police – it is very hard to share off bad reputation.

The speaker stated why many people interest on online behaviors which it described in Maslow’s hierarchy of needs. It started with physiological needs which it same as the need of air, water, food, shelter, sleep, etc. The second is safety and belonging which it same as personal security, employment, resources, health and property. The third is love and belonging which it is about friendship, intimacy, family and sense of connection. The fourth is esteem which it is about respect, self-esteem, status, recognition, strength and freedom. And the last is self actualization which it refers to desire to become the most and the one that can be.

The use of technology to bully a person or group is one of negative impact for online behaviors. Bully is repeated behavior with intent to harm others. This is one significant feature of cyber bullying which can happen at any time and any place and for the victim, it means that it is difficult to escape.

There are many things we can do for cyber bullying that is advice to not reply to any messages from a bully, use block features from the media and keep a record of harassing messages in case authorities involved. For the further action, review the privacy control on apps and social media make it all private which use blacklist function-keyword, make an alert by your name (RSS) and create a layer admin function on their devices.

At the end, the speaker advice to be SMART online which means SAFE is keep your personal information safe, MEET is friends made online are strangers; meeting them can be dangerous, ACCEPTING is accepting files can be dangerous and ask an adult if unsure, RELIABLE is not everyone or everything online is reliable or trustworthy, and TELL is always tell an adult if something online upsets or worries you.

D.    Workshops

1.      Kahoot!: Bring the Fun into Classroom by  Grace Nathania C. S and Yessy Zakaria.

Kahoot is a game-based learning platform, used as educational technology in classrooms and other learning institutions. It can be used to review students’ knowledge, for formative assessment or as a break from traditional classrooms.

In this session, the participants are introduced about kahoot! as a game-based learning by the presenters. The presenters explained about kahoot! and the function of kahoot itself. Then, the presenters asked the students to join the game which it created fun classroom. The participants are very enthusiastic to join and play the game.

From the activities of learning, the presenters expected the participants to learn strategies to incorporate Kahoot! into a variety of learning environments, have the opportunity to design game-based learning events that can be used in classroom and homework, and to dive deeper and discuss strengths, weaknesses, benefits, and challenges in using kahoot!

2.      A Small Step to Unpacking Students’ Design Thinking Skill in Language Classes by Dr. Gumawang Jati and Finita Dewi.

In this presentation, the participants asked to see and give comment about the video that showed by the presenters about the trash especially bottles in the river. The participants asked to solve the problem toward it. This learning process is part of thinking skill which the participants in group start to brainstorm ideas of campaign poster. The presenters asked them to create a digital poster which uses canva.com. The participants create their tag line of the campaign and the information that include in it. 

From the process learning, the presenters described the stages of design thinking skill which the first stage, identifying opportunities: the activity that relate it is watch videos, discuss problem or issues based on the video. The second stage, design that is brainstorm ideas, discusses with the group members and gets input from teacher. The third stages, prototype which create the draft or prototype of the poster. The fourth stage, get feedback which the students pitch ideas to other groups and get the feedback. The last stages, present which the students present the final digital poster.

E.     Conclusion

The conference was very inspiring. The conference gave beneficial impact to the participants and also it helps the teachers to use the innovative tools in learning process to face 21^st century learning. One of the impressive messages is from Mrs. Itje Chadidjah which she said to appreciate the students in every level, using appropriate tools to the students and using appropriate project to the students. Tools are to facilitate in learning process, the important thing is how you can deliver the materials well to the students.

F.     Documentation