Mobile Assisted Language Learning (Mall): Teacher uses of smartphone applications (apps) to support undergraduate students’ English as a Foreign Language (EFL) vocabulary development (Published)
The purpose of this study is to highlight how smartphones, specifically smartphone applications, can be integrated into the vocabulary development of adult English as Foreign Language (EFL) learners in an English for Academic Purposes (EAP) or English for Academic Studies (EAS) context. In the literature on Mobile Assisted Language Learning (MALL), it is largely claimed that the development of language-related technology is on the increase. These ubiquitous tools, which may also be defined as widely-used, could potentially improve teaching and learning outcomes in vocabulary development, especially through applications installed on smartphones. However, there is limited research on how smartphones could be utilised sensibly, both inside and outside the classroom. The focus in the present study is on vocabulary development, as it is considered to be a priority area in language learning. This study was conducted using a case-study approach focusing on 20 EFL students at a university in Britain who were attending Pre-sessional EAP classes during the period of the study. Uses of smartphone applications were developed by the teacher, who also acted as the researcher in this study. The focus has been on the students’ perceptions, opinions and overall experience of using these smartphone applications, as well as how effective they were. The intention was to discover how the tools can be incorporated into the learning process. The data were collected through questionnaires, a pre-test and a post-test, interviews, diaries and the researcher’s logbook. The latter included a written report of the students’ daily activities and learning experiences, their challenges and success/lack of success in learning. The study provides a rich description and analysis of the effectiveness of smartphone applications in vocabulary development mainly through qualitative data analysis. Limited use of quantitative analysis is made when reporting through numbers and percentages as well as displaying figures. It is anticipated that the results of the study will help to determine the appropriate use of smartphone applications in the vocabulary development of adult EFL students.
Keywords: English Foreign Language (EFL) vocabulary development, Mobile Assisted Language Learning (Mall), Teacher, Undergraduate Students, smartphone applications (apps)
Teacher as Mediator in the EFL Classroom: A Role to Promote Students’ Level of Interaction, Activeness, and Learning (Published)
Versus to old, traditional approaches and methods of teaching a language, recent and new approaches of teaching and learning a foreign language have focused on providing a learner-centred environment in which learners can have more control over their learning process and more autonomy on how to accomplish tasks and activities. This article highlights the position and role of the teacher as a mediator and the types of responsibilities he/she should take to successfully play this role and guarantee an interactive and interesting learning to the students.
Keywords: Classroom, Learning, Students, Teacher
HUMAN RESOURCE MANAGEMENT AND EFFECTIVE CURRICULUM IMPLEMENTATION IN EBONYI STATE, NIGERIA (Published)
This paper is on human resource management and effective curriculum implementation in senior secondary schools in Ebonyi State, Nigeria. It is a survey research which employed a descriptive design. The study sampled 113 teachers drawn from 1045 English language teachers using stratified random sampling which include the principals, vice principals and deans of studies in Ebonyi State. Questionnaire was used as the instrument. A trial test was carried out and ascertained the validity and reliability of the instrument and a value of 0.89 was obtained from the test. Responses from all the questionnaire indicated that adequate human resources such as teachers language laboratory operators and school administers, motivation of teachers and school location can improve English language curriculum implementation in senior secondary schools in Ebonyi State. The hypothesis indicated that there is no significant difference in the opinion of teachers in the urban and rural areas. Some of the recommendations given were that the government should embark on recruitment of qualified English language teachers, workshops be organized for teachers and allow them attend other workshops organized outside their schools. Wages of secondary school teachers should be reviewed and that teachers should show more commitment in discharging their duties.
Keywords: Curriculum, English Language, Human Resource Management, Implementation, Motivation, Teacher