Search Results (3)

Since the advent of modern technology, various e-learning initiatives have been implemented in schools. Although such initiatives have enhanced English as a second language (ESL) teachers’ technological knowledge, these teachers continue to struggle with technology integration due to their limited technological pedagogical knowledge. This study investigates how technology has been integrated into classrooms in various ways through a naturalist approach. It employs a qualitative multi-case study research design to investigate the practices of three English teachers who were responsible for IT in English education. Data were collected through observations, field notes, interviews and teachers’ reflections and analysed using a combination of inductive and deductive coding techniques, with the latter enhanced by two conceptual frameworks: the technological, pedagogical content knowledge (TPACK) model and Puentedura’s, augmentation, modification and redefinition (SAMR) model. The findings present a typology of five kinds of technological tools and three domains of pedagogical purposes achieved by technology in ESL teaching. This typology provides references and guidance for ESL teachers who lack TPACK, helping them to effectively integrate technology in a way that enhances their teaching. Moreover, this typology gives way to an improved TPACK framework in English language teaching (ELT), providing a greater conceptual understanding of the relationships among the constructs of technological knowledge, technological pedagogical knowledge and technological and content knowledge. Full article

After the pandemic, education will not go back to a 100% offline mode since the application of e-learning technologies (ELTs) cannot be avoided. Therefore, their impact should be studied for future education development. Most future entrepreneurs are attending school today. Therefore, universities need to supply necessary education to encourage students to cope with future conditions and development. At the same time, due to the increasing attention being paid to the harmony between ecology and prosperity, the sustainability aspect of entrepreneurship education needs to be emphasized as well. This study investigates the impact of ELTs on entrepreneurial education performance (including personal skills, product skills, and business skills), sustainability efficacy, and their impact on sustainability awareness. Data were collected from a master’s degree class on entrepreneurship at a Hong Kong university and SmartPLS was used to analyze the data. It was found that ELTs have a significant relationship with entrepreneurial performance and sustainability efficacy. Meanwhile, sustainability efficacy also has a significant relationship with sustainability awareness. However, no significant relationship between entrepreneurial skills and sustainability awareness was identified. The results indicate that ELTs can improve students’ entrepreneurial skills and sustainability awareness, which proves the effectiveness of ELTs and provides support for their application in future entrepreneurship education. Full article

The use of mobile devices for English language teaching (ELT) is increasing rapidly all over the world. This review study surveys the empirical research on using mobile phones in ELT published in Scopus and Web of Science indexing journals from 2010 to 2020 in Bangladesh. Out of 103 studies, 11 studies met the criteria of this study to analyze the effects of mobile phones on ELT. The findings show that the major research trends of these studies aim at teachers’ professional development using mobile phones for teaching language. The findings also reveal that the use of mobile phones is effective in ELT through facilitating feasible, ubiquitous, and effective learning environments with some limitations, i.e., an issue with charging, a small screen, affection, and a lack of teacher confidence. Of the studies conducted, 83% have employed a qualitative research design for investigating learners’ readiness and concepts on the use of this device. In addition, there is a lack of empirical studies with the intention to observe and justify the effect of mobile phones on developing learners’ language skills. There is also a lack of evidence describing which mobile applications are effective for developing relevant language skills. Overall, the results of this systematic review might be applicable in the context of similarly developing countries, as well as triggering empirical research in the field of technology-enhanced ELT in these countries. Full article