Table 2 - uploaded by Sthephanny Moncada Linares
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As a result of the rapid development of Information and Communication Technology (ICT) and the growing interest in Internet-based tools for language classroom, it has become a pressing need for educators to locate, evaluate and select the most appropriate language-learning digital resources that foster more communicative and meaningful learning pro...
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Context 1
... the evaluation descriptor is composed by the content to which the action is related to, as well as the condition under which this action is expected to be performed (i.e., resources, facilities, tools, etc.). Table 2 exemplifies how these elements join together to become possible evaluation descriptors within a checklist. It is worth noting that when exploring any learning material, language learners can be stimulated to activate cognitive skills of different levels depending on the provided input and the intrinsic capabilities of the material. ...
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Purpose: A coursebook is ranked among the fundamentals of language teaching, which directly affects the success of classroom activities. Therefore, investigations into the nature and efficiency of this relationship should yield invaluable insights to improving language teaching. In this regard, this study aims to investigate EFL teachers’ views reg...
Citations
... Still, Raward's [35] checklist actually assesses the use attributes of the websites because, in his article, Raward [35] (p. 123) suggested that 'the design will be most successful when a user-centred design model is included in the development and implementation of academic library web pages.' Linares and Romero [38] employed a checklist to evaluate the functionality of foreign language teaching websites. The authors demonstrated that the checklist helps foreign language teachers choose resources that best meet their communicative teaching purposes. ...
... The authors demonstrated that the checklist helps foreign language teachers choose resources that best meet their communicative teaching purposes. Items on Linares and Romero's [38] checklist are divided into technical aspects (related to the ease of use and reliability criteria), pedagogical considerations (referring to the content quality criterion and the material potentiality criterion), and language approach principles (that reflected on criteria such as autonomy, language contextualisation, language skills integration, interculturality, and interaction). In short, Linares and Romero [38] included aspects of usability and functionality in their checklist (Table 1). ...
... Items on Linares and Romero's [38] checklist are divided into technical aspects (related to the ease of use and reliability criteria), pedagogical considerations (referring to the content quality criterion and the material potentiality criterion), and language approach principles (that reflected on criteria such as autonomy, language contextualisation, language skills integration, interculturality, and interaction). In short, Linares and Romero [38] included aspects of usability and functionality in their checklist (Table 1). Table 1. ...
Sustainable tourism minimises the adverse impact of tourism on the natural environment and local culture while stimulating the socioeconomic development of regions or even countries. Geoportals and (geo)informational mashup portals significantly affect sustainable tourism planning through modern computer solutions for more sustainable planning of tourist activities on the demand and supply sides. This study had two research aims: (1) to develop a checklist for assessing the functionality of tourist geoportals and evaluate it and (2) to assess the inventory of functions useful for sustainable tourism planning available at selected geoportals with the checklist. The aims were pursued with an original research tool, the Functionality Assessment Checklist (FAC). The FAC is a set of original criteria useful for assessing the quality of tourist geoportals. This study investigated the following research questions: (Q1) What functions should be included on a checklist for assessing the functionality of geoportals useful for sustainable tourism planning? (Q2) What functions should be included in a geoportal to facilitate sustainable tourism planning? The original contributions of this article are (1) the checklist for assessing the functionality of tourist geoportals and (2) the assessment of the impact of geoportal’s functionality on the possibility of planning sustainable tourism. The functionality assessment revealed that the tested geoportals have most of the tourism, informational, educational, and use-related functions. This suggests they can be useful for sustainable tourism planning.
... Digital competencies can be described as a set of Information skills, Content-creation skills, Problem-solving skills, Communication skills and Digital safety skills. Linares and Romero (2016) define digital competency as a key skill enabling development of other essential skills, such as numerical, linguistic, ability to learn, as well as multicultural consciousness. The authors understand digital competency as critical, effective and creative computer usage essential to achieve, e.g., job-related objectives (Linares & Romero, 2016). ...
... Linares and Romero (2016) define digital competency as a key skill enabling development of other essential skills, such as numerical, linguistic, ability to learn, as well as multicultural consciousness. The authors understand digital competency as critical, effective and creative computer usage essential to achieve, e.g., job-related objectives (Linares & Romero, 2016). ...
... Digital competencies can be described as a set of Information skills, Content-creation skills, Problem-solving skills, Communication skills and Digital safety skills. Linares and Romero (2016) define digital competency as a key skill enabling development of other essential skills, such as numerical, linguistic, ability to learn, as well as multicultural consciousness. The authors understand digital competency as critical, effective and creative computer usage essential to achieve, e.g., job-related objectives (Linares & Romero, 2016). ...
... Linares and Romero (2016) define digital competency as a key skill enabling development of other essential skills, such as numerical, linguistic, ability to learn, as well as multicultural consciousness. The authors understand digital competency as critical, effective and creative computer usage essential to achieve, e.g., job-related objectives (Linares & Romero, 2016). ...
... The second dimension, as Aly proposed, was "purpose," which included items 7-11 and handled the clarity of the purpose of the information presented on the website. According to him, the third factor was "coverage," which embraced items [12][13][14][15][16][17][18][19][20] and was relevant to the comprehensiveness of the coverage of a topic. The fourth dimension was "currency," which covered items 21-27 and managed the dates on which the sites were created, updated, and also dealt with the functionality of the links on the website [2]. ...
Nowadays, for online learning of a lot of languages, including English, there are many websites available and designed to facilitate learning and assist learners to achieve their goals. However, some dimensions should be considered while using these websites to obtain the best possible result. To this end, the researchers attempted to closely evaluate some educational websites related to micro-skills, especially grammar and vocabulary. Therefore, Aly’s [2] checklist with 63 items was used to explore 10 purposefully selected well-known vocabulary and grammar teaching websites (five of each). The exploration of the filled-out website checklists indicated that, despite the technical and technological superiority of some platforms over others, the platforms were practical and useful in expanding the vocabulary and grammar knowledge of ESL and EFL learners. The study bears some crucial implications for online educational content developers and teachers and helps them to provide more user-friendly and academic teaching and learning materials.
... The rationale behind this body of literature has been twofold. First, the existence of such criteria is considered to increase teachers' self-confidence and critical thinking in choosing websites that best meet their needs (Moncada Linares & Díaz Romero, 2016). With a set of criteria, language teachers can assess the quality and limitations of the websites and the teaching materials, lesson plans, games, and other instructional resources in these websites with a more critical eye (Murray & McPherson, 2004). ...
... The reviewers found the websites as "physically, contextually, and pedagogically" poor (Kartal & Uzun, 2010, p. 90). Moncada Linares and Díaz Romero (2016), on the other hand, suggested the use of a multidimensional checklist built on the framework of the Communicative Approach for the evaluation of websites. Fuentes and Martinez (2018) prepared their evaluation checklist based on a literature review. ...
... When the learner/learning tools commonly preferred by Turkish EFL teachers were examined, it was seen that these tools served only a limited purpose and failed to incorporate the multimodality and communication features available in many quality websites (Moncada Linares & Díaz Romero, 2016). The learner/learning tools were mostly utilized for accessing language learning sources such as audios, videos, worksheets, and online dictionaries. ...
This study was a component of a large-scale Marie S. Curie Grant that aims to revitalize English as a foreign language (EFL) teachers’ professional development through innovative programs. The objectives of the study were, first, to uncover the descriptive
features of the websites that were most commonly used by Turkish EFL teachers, and second, to identify the common features of these websites in terms of their usefulness for
teachers’ instructional practices and professional development. To this end, 70 websites that were most commonly used by 847 EFL teachers in Turkey were reviewed based on a set of evaluation criteria developed based on a literature review. The criteria for the
descriptive analysis included such variables as availability of membership/subscription, registration, authorship, up-to-datedness, accuracy, presentation, usefulness along with
the description of the website and its content. Additionally, content analysis was conducted on the reviews of the selected features of the websites such as the content of the website and its usefulness. The results demonstrated that most of the websites utilized by Turkish EFL teachers were rated as good quality; they served as teaching and learning sources and were used for promoting teachers’ professional development.
... The findings raise several concerns on how instructors in HLIs enhance the acquisition of 21 st Century skills among youth. The experience indicates that some instructors in HLIs employ lecture method which appear to be less interactive due to low integration of technology in teaching (Mbalamula, 2017;Mbalamula, 2016 (Linares and Romero (2016) view digital competence as an essential skill for today's instructors, since they have to manage several aspects from the subject being taught to pedagogical tools. ...
This paper reports the potential of ICT in enhancing the acquisition of 21st century skills among youth in Higher Learning Institutions (HLIs). Within this broad aim, the paper highlights the possibilities of engaging youth in transformative learning tasks through technology as a necessary pedagogical tool for improving digital competence. The study employed quantitative and qualitative strategies in which both questionnaires and Focus Group Discussion (FGD) were used for data collection. The questionnaire was distributed via the survey monkey online platform. A total of 133 respondents were purposively sampled. The SPSS version 21 was used in analyzing the quantitative data. For the qualitative data responses were transcribed verbatim and then theoretical thematic analysis was conducted. The transcribed write-up was read and re-read and the analysts extracted the overarching themes. The findings include the prevalence of youth with high technological competence while some lacked exposure to market driven programmes and industrial attachment. In the same ways, it was found that instructors are integrating ICT in their teaching while tasks for promoting youth skills as future entrepreneurs are minimal. Again, there were a number of stumbling blocks to 21st century skills acquisition such as low accessibility of online resources, learning management system and unreliable internet. The paper concludes the need of deliberate efforts in having a critical investment in ICT in all levels of education. The paper recommends a collaborative approach among stakeholders in HLIs, as a key drive towards the acquisition of 21st century skills among youth.
... Currently, the scientific literature is actively exploring the impact of digitalization on education [2] [3]. Digital competencies become key in personnel training, they contribute to the acquisition of other important competencies, such as knowledge of a foreign language, mathematics, cultural awareness, etc [4]. ...
هدفت الدراسة الحالية إلى تحديد أبرز معوقات الاستفادة من منصات حشد المصادر على نحو يُمَكِّن الجامعات السعودية من توليد المعرفة في مجالاتها التي تتطلب ذلك لتحقيق تدفق للأفكار الإبداعية واستثمار أمثل لعقول ورؤى المهتمين بأنشطتها. وقد تم الاعتماد على المنهج الوثائقي كمنهج للدراسة من خلال تحليل الأدبيات السابقة. توصلت الدراسة إلى وجود بعض المعوقات المرتبطة بضعف جودة المعارف التي يتم توليدها نتيجة الخلل المتمثل في جودة المدخلات المجتمعية الى المنظومة المعرفية لمؤسسات التعليم العالي، إضافة الى أن رقمنه هذه التفاعلات بين الجامعة ومجتمعها المحيط قد يزيد من فرص الوصول الغير مصرح به الى أصول الجامعات المعرفية نتيجة الاختراقات السيبرانية مما قد يحدث فقدان الميزة التنافسية والمتمثلة في تسرب رأس المال المعرفي. أيضاً عدم وجود نظام يسعى الى رفع درجة الموائمة بين القدرات والخبرات المتوافرة لدى الحشود والأهداف التي تسعى الجهة الى تحقيقها. خلصت الدراسة الى ضرورة سعي الجامعات السعودية الى بناء منصة حشد مصادر خاصة بها يتم من خلالها تحقيق أهدافها والشكل الذي يضمن تجاوزها للعقبات والصعوبات التي تم التوصل اليها من خلال البحث ويرفع درجة ارتباط الجامعة بمجتمعها المحيط ويحقق في نفس الوقت رفع لكفاءة الجامعات المعرفية والإنتاجية.
This paper presents a new digital environment for language learning - ADALIN. In this environment, the teacher edits each learning activity in an EDA - Digital Learning Structs, with the level of proficiency to which it applies, the learning objective, the skills to be exercised, the description of the activity (what to do), the method (how to do the activity), and the digital resources (with what resources). An EDA is a specialized Pedagogical Architecture for language learning. Each EDA, when used by the learner, helps him understand what needs to be done and why it should be done, so he can build his knowledge. ADALIN is specially designed to practice the five important skills for learning foreign languages: listening, speaking, reading, writing and translation.
Digital competence and digital literacy are concepts that are increasingly used in public discourse. However, how the concepts are used and how they are defined remains unclear. This paper presents a systematic review of research where these concepts are used in higher education research. The aim is to establish an understanding of referencing strategy to digital literacy and digital competence over time, disciplines, countries, methods and level of analysis. Three databases were used in the systematic literature review: Web of Science, Scopus and Education Resources Information Centre. We delimited the search to title, abstract and keywords in the databases. Inclusion criteria were peer-reviewed publications written in English. Initially 107 publications between 1997 and 2017 were found, with 28 addressing digital competence and 79 digital literacy. Our review demonstrates that there is a range of definitions used in higher education research. They vary depending on if the concepts are defined by policy, research or both and whether they focus on technical skills or social practices. This review indicates directions for further research in higher education i) do more research based on critical perspectives to avoid commonsensical use of the concepts, ii) take the development of definitions of these concepts seriously iii) avoid cross-referencing incompatibilities and finally iv) engage in critical investigations regarding the legitimacy of policy over research in the domain of higher education research.
