scholarly journals The impact of using AI and VR with blended learning on English as a foreign language teaching

2020 ◽  
pp. 253-258
Author(s):  
Hiroyuki Obari ◽  
Steve Lambacher ◽  
Hisayo Kikuchi
Keyword(s):  
Artificial Intelligence ◽  
Virtual Reality ◽  
Blended Learning ◽  
English Language ◽  
Language Skills ◽  
International Communication ◽  
Foreign Language Teaching ◽  
Smartphone Applications ◽  
Japanese Students ◽  
The Impact

This study focuses on the use of emerging technologies such as Artificial Intelligence (AI) smart speakers and smartphone applications for improving the English language skills of L1 Japanese undergraduates. An empirical investigation was carried out with 82 Japanese students. Participants were required to study a variety of online English programmes using AI speakers over an eight-month period. The results showed that students using AI speakers outperformed on the Test of English for International Communication (TOEIC) a group of non-AI users, who instead exclusively used online materials. This research suggests integrating blended learning, including AI and Virtual Reality (VR), may be an effective way to improve the English proficiency of native Japanese.

scholarly journals Blended Learning: To Read or Not To Read

2018 ◽  
Vol 2 (1) ◽  
pp. 29
Author(s):  
Tracey Ang ◽  
Melor Md Yunus
Keyword(s):  
Blended Learning ◽  
Reading Ability ◽  
English Language ◽  
Language Skills ◽  
English Literature ◽  
Second Shift ◽  
English Literacy ◽  
Reading Activity ◽  
Reading Activities ◽  
The Impact

<p>Malaysian school had moved on to the second shift of Malaysia Education Blueprint, which is to make sure that all students in the school are able to master the basic skills of Bahasa Malaysia and English language. The English language is not a foreign language to people in Sabah, but many Sabah's students are still struggling to learn to read English literature because most of the reading activity takes place together or happens when they are using textbook or storybook. Meanwhile, because Sabah consist of multiracial people, English language had become their third or fourth acquired language. So, it is going to be a very tough challenge for the student to learn the English language skills, especially in reading. This conceptual paper aims to discuss the advantages of blended learning in order to increase Sabah's students reading ability in English literature. The paper will debate the benefits of blended learning for reading activities and the impact of applying blended learning in reading activities, especially during the English language lesson to the students and teacher. From the discussions, hopefully, it would provide a significant insight towards applying blended learning not just to teach English literacy reading in the classroom, but also for other language skills and other subjects.</p>

scholarly journals Development of Pre-Service English Teachers’ Language Skills and Learner Autonomy via Blended Learning

2019 ◽  
Vol 11 (2) ◽  
pp. 222 ◽  
Author(s):  
Sofiya Nikolaeva ◽  
Iryna Zadorozhna ◽  
Olha Datskiv
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
English Language ◽  
Language Skills ◽  
English Teachers ◽  
Learner Autonomy ◽  
Foreign Languages ◽  
Special Educational Needs ◽  
E Learning ◽  
The Impact

The use of information and communication technology greatly improved foreign languages teaching and learning. Learning management systems, such as Moodle, used to create and deliver courses, facilitate e-learning in different types of educational institutions. Blended learning as a combination of face-to face and e-learning is conducive to deep learning. We designed a new course “Teaching English as a foreign language to learners with special educational needs” to provide students enrolled in a master’s programme – pre-service English teachers, with an opportunity to enhance their language and professional skills as well as to develop their learner autonomy through meaningful learning experiences blending learning can supplement. We considered micro, meso and macro levels of the course implementation and functioning. In this paper we describe the context in which the course is introduced by providing information about the setting, the curriculum, the need for including this course in the master’s programme at the faculty of foreign languages. We also outline the way the course is designed, including its structure, particular tasks and assessment procedures and present students’ feedback about the impact of the course on their foreign language skills and learner autonomy. The results indicate that blended learning is an effective tool for development of pre-service teachers’ English language skills and learner autonomy. The findings of the study can be applied by faculty and administrators involved in the design of courses at tertiary level.

scholarly journals The Impact of Blended Learning on the Twelfth Grade Students’ English Language Proficiency

2021 ◽  
Author(s):  
Omar Hussein Al Noursi
Keyword(s):  
Blended Learning ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Successful Implementation ◽  
Learning Approach ◽  
Significant Difference ◽  
Twelfth Grade ◽  
The Impact ◽  
Experimental Group

The blended learning approach utilizes modern technologies and electronic media in teaching to create a technology-based environment. However, it is not an exclusive online environment because the teacher and the students have to be present in a traditional face-to-face classroom. It is widely believed that adopting a blended learning approach will enable learners to have quality educational opportunities and improve their performance. The incentive for conducting the research is to evaluate the effect of the blended learning approach on high school students’ English proficiency. Specifically, the study aimed at answering the question: is there a significant difference in the Twelfth-Grade students’ English language proficiency as measured by IELTS due to the model of delivery (Blended learning model and the traditional delivery model)? To achieve the study’s goal, the researcher applied the experimental method and used IELTS to measure language proficiency. The study sample selected purposively consisted of 63 male twelfth-grade students in one of the private schools in Al Ain, United Arab Emirates (UAE). The study sample was assigned to two groups: the experimental group taught using blended learning consisted of 31 students, and the control group led by the traditional method consisted of 32 students. The results showed statistically significant differences at the level of (a&lt;0.01) between the means of the results of the two groups on the post achievement test in favor of the experimental group. These results illustrated the impact of adopting the blended learning approach in an English Foreign Language (EFL) setting on students’ achievement in standardized tests. However, the successful implementation of blended learning largely depends on how responsible and committed students are towards active learning.

scholarly journals What happens to international students’ english after one semester at university?

2008 ◽  
Vol 31 (1) ◽  
pp. 4.1-4.17
Author(s):  
Neomy Storch ◽  
Kathryn Hill
Keyword(s):  
International Students ◽  
Language Proficiency ◽  
English Language ◽  
Language Skills ◽  
English Language Proficiency ◽  
Background Information ◽  
Language Test ◽  
First Semester ◽  
Number Of Factors ◽  
The Impact

There is a common expectation, particularly amongst international students, that studying in an English-medium university should automatically produce a significant improvement in their English language skills. However, there is growing evidence to suggest that this is not necessarily the case.This paper reports on a study which investigated the impact of one semester of study at a university on the English language proficiency of a sample of 40 international students. This was measured by comparing the students’ scores on a diagnostic English language test at the beginning and end of their first semester. A comparison of discourse measures of writing in terms of fluency, complexity and accuracy was also undertaken. Background information, including details of ESL support, if any, was collected for all participants via questionnaires, and interviews were conducted with a subset of the participants.It was found that studying in an English-medium university generally led to an improvement in English language proficiency. The paper identifies a number of factors which appear to support language development, as well as factors that may inhibit it.

scholarly journals Blended Learning Mobility Approach and English Language Learning

2019 ◽  
Vol 3 (2) ◽  
pp. 1
Author(s):  
Mazen Ismaeel Ghareb ◽  
Saman Ali Mohammed
Keyword(s):  
Blended Learning ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Language Teachers ◽  
English Language Teaching ◽  
Kurdistan Region ◽  
English Language Teachers ◽  
The University

Although the benefits of blended learning have been well documented in educational research, relatively few studies have examined blended mobilities in education in Kurdistan region government and in Iraq. This study discusses a blended mobility approach for a teacher training program designed for in-service English language teachers (ELT) and investigates its effectiveness by comparing the latest participation of the University of Human Development for computer science and proposing the same program for training English for lecturers and students. The research involved proposes new mobility program for teaching and learning English language and using their language skills in an ongoing business project using several software for communication and management of their projects. Results will show the framework for new blended learning and blended mobilities of many different English language teaching (ELT) aspects.

scholarly journals Improving the English skills of native Japanese using artificial intelligence in a blended learning program

2019 ◽  
pp. 327-333
Author(s):  
Hiroyuki Obari ◽  
Stephen Lambacher
Keyword(s):  
Artificial Intelligence ◽  
Blended Learning ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Native Speakers ◽  
Learning Experience ◽  
Private University ◽  
Business Majors ◽  
Learning Program

A constructivist approach to language learning can motivate students by activating their brains to create new knowledge and reflect more consistently and deeply on their language learning experience. The present study focused on assessing the use of the Artificial Intelligence (AI) speakers Google Home Mini and Amazon Alexa as part of a Blended Learning (BL) environment to improve the English skills of two groups of native Japanese undergraduates. The participants were 47 native speakers of Japanese, all third-year business majors at a private university in Tokyo. Pretest and posttest Test of English for International Communication (TOEIC) scores, as well as results from a post-training survey, were used in evaluating the overall effectiveness of the program. Gains in TOEIC scores indicated the BL program incorporating AI speakers improved the students’ overall English skills, particularly listening comprehension. The results suggest the integration of AI, along with social media and 21st-century skills, may be an effective way to improve the English language proficiency of adult L2 learners.

scholarly journals Learners’ Perspective of Using 360-degree Video in Reading Classroom

2020 ◽  
Vol 5 (10) ◽  
pp. 238-246
Author(s):  
Siti Norzaimalina Abd Majid ◽  
Rosnani Ismail ◽  
Aisyah Hanum Abu Bakar
Keyword(s):  
Virtual Reality ◽  
English Language ◽  
Language Skills ◽  
Learning Experience ◽  
Current Trend ◽  
Advantages And Disadvantages ◽  
Use Of Technology ◽  
New Learning ◽  
Language Mastery ◽  
English Language Skills

The use of technology is so diversified and adaptable to various kinds of field including mastering English language skills. In numerous studies, technology has shown that it contributes to improve their language mastery, increase motivation, and promote better comprehension. Since we are moving from IR 3.0 to IR 4.0, it is good to keep up with the current trend in technology and use it for the students’ benefits. One of the technologies is virtual reality which includes the use of 360-degree video. This 360-degree video offers omnidirectional perspective and give almost realistic experience to learners especially when using together with head-mounted device. This type of video exposes students to a new learning experience that is different from watching video on the screen. Therefore, this study aims to uncover learners’ perspectives about the advantages and disadvantages of using 360-degree video in reading classroom.

scholarly journals Blended Learning to Improve University Students’ Language Skills in the Iraqi Context

2021 ◽  
Vol 12 (2) ◽  
pp. 246-255
Author(s):  
Hero Said Mohammed Nuri, Et. al.
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
English Language ◽  
Traditional Approach ◽  
Language Skills ◽  
Control Group ◽  
Learning Approach ◽  
Dramatic Effect ◽  
And Control ◽  
Experimental Group

This study investigated the effect of a blended learning approach (BLA) on the main English language skills (listening, speaking, reading, writing) when learning English as a foreign language (EFL) in Iraq. In order to reveal the effectiveness of the approach, an experiment was carried out involving 40 participants who were divided into two groups: experimental and control. The experimental group was taught using a BLA whereas the control group was instructed with a traditional approach to teach English. The experiment was conducted during a semester (three months) in which two classes of English were taught every week. According to the results of the study, the BLA had a dramatic effect on improving the main skills of the EFL participants

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