جستجو در مقالات منتشر شده
۵ نتیجه برای Mobile Application
دوره ۱۰، شماره ۲ - ( ۳-۱۴۰۱ )
چکیده
دوره ۱۲، شماره ۲ - ( ۳-۱۴۰۳ )
چکیده
دوره ۱۳، شماره ۱ - ( ۱۰-۱۴۰۳ )
چکیده
Trishna Nanda Barianty، Yudhi Arifani، Nirwanto Maruf، Slamet Setiawan،
دوره ۱۳، شماره ۳ - ( ۵-۱۴۰۱ )
چکیده
Scaffolding research has been widely investigated involving parent-child within the first language (L۱) context without considering the cognitive issues and Intelligence Quotients (IQ) aspects as crucial precursors of the scaffolding process. This case study aims to find emergent themes and theorize potential scaffolding theory from the interaction of two-second language (L۲) Autism Spectrum Disorder (ASD) children and normal parents with minimum English exposure, cognitive disorders, and different IQ levels on the mobile story-sharing application. Participant observations and in-depth interviews on scaffolding using story-sharing activities among children, parents, and researchers were conducted every week for six months. Thematic analysis was implemented inductively and interpreted by two experts to find the emerging variation of scaffolding theories. The results showed that ASD learners' scaffolding process involved more complex stages than the previous studies. The complexities of scaffolding involved repetitive recall, translating, imitating, cooperating, target and crises. ASD learners could write a simple phrase and short sentence after exhaustive efforts. Since ASD learners’ previous vocabulary mastery was excluded, it is worth pursuing further researchers to examine learners’ vocabulary and story writing development using the same application.
Maryam Zakian،
دوره ۱۳، شماره ۵ - ( ۹-۱۴۰۱ )
چکیده
Technology has become a quintessential component of educational practice over the past years. Research in this area has shown that the integration of various technologies positively contributed to language education and facilitated learning different language skills. Despite the extensive application of computer assisted language learning for adults, little research has examined Young Language Learners’ (YLL) language development through technology. In this regard, the current study investigated the impact of using a mobile technology on YLLs’ (age range: ۶ to ۸) vocabulary development. Seventy-one learners participated in the study who were divided into a control (N = ۳۲) and an experimental (N = ۳۹) groups. Data were collected using a vocabulary test in three rounds of pre-test, post-test, and delayed post-test. The collected data in terms of vocabulary test scores were analyzed using mixed between-within subjects analysis of variance. The results revealed that the experimental group who used mobile devices for vocabulary learning outperformed the control group in the posttest and gained significant improvements in the delayed posttest. The study provides implications for various educational stakeholders including teachers, learners, and material developers to exploit the affordances of technology in effectively contributing to YLLs’ vocabulary development.
