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![Fig. 1. Various Types of Mobile Devices [4]](profile/Mohammed-Abugohar/publication/336122047/figure/fig1/AS:808187628371968@1569698354650/Various-Types-of-Mobile-Devices-4_Q320.jpg)
![Fig. 3. Skills Learned via Mobile Apps [48]](profile/Mohammed-Abugohar/publication/336122047/figure/fig2/AS:808187628359680@1569698354734/Skills-Learned-via-Mobile-Apps-48_Q320.jpg)
![Fig. 4. Framework for 21st Century Learning [52]](profile/Mohammed-Abugohar/publication/336122047/figure/fig3/AS:808187628384256@1569698354771/Framework-for-21st-Century-Learning-52_Q320.jpg)
![Fig. 5. The Future Convergence Mobile Learning Network [61]](profile/Mohammed-Abugohar/publication/336122047/figure/fig4/AS:808187628371969@1569698354813/The-Future-Convergence-Mobile-Learning-Network-61_Q320.jpg)
The outcomes of modern technology have turned real-world interaction into a virtual community, then into a cloud one. These giant leaps aided by the excitement created by the possibilities inherent in learning through handheld technologies made using mobile devices in English language teaching (ELT) indispensable. This paper is aimed to deeply over...
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Context 1
... 'April 3, 1973' was seen as the official release of the cell phone. Then, time passed bringing further advancements [20; 21; 22; 23] as in Table 1. Due to the astonishing changes and new trends in mobile technologies, a wide range of devices has been introduced, and all of them have the properties that make them valid as teaching and learning aids in language classrooms, making learning in general, and English language (EL) in particular, more attractive and much more effective. ...Context 2
... 'April 3, 1973' was seen as the official release of the cell phone. Then, time passed bringing further advancements [20; 21; 22; 23] as in Table 1. Due to the astonishing changes and new trends in mobile technologies, a wide range of devices has been introduced, and all of them have the properties that make them valid as teaching and learning aids in language classrooms, making learning in general, and English language (EL) in particular, more attractive and much more effective. ...Context 3
... 'April 3, 1973' was seen as the official release of the cell phone. Then, time passed bringing further advancements [20; 21; 22; 23] as in Table 1. Due to the astonishing changes and new trends in mobile technologies, a wide range of devices has been introduced, and all of them have the properties that make them valid as teaching and learning aids in language classrooms, making learning in general, and English language (EL) in particular, more attractive and much more effective. ...Citations
... Internet-based tools like Google Classroom, Kahoot, Quizizz, and YouTube enhance ELT classrooms by making them more dynamic and engaging (Ulla et al., 2020). Portable technologies like smartphones and tablets show the potential to improve ELT, especially in areas with limited access to the target language (Abugohar et al., 2019). Ilyas et al. (2023) found Canva beneficial for English curriculum understanding, while Indriani and Widiastuti (2021) reported positive student perceptions of Moddle for learning management. ...
Numerous scholarly investigations have been conducted on students' perceptions of integrating information and communication technology (ICT) in English language teaching (ELT). However, existing research lacks specific exploration of students' perceptions regarding web-based and non-web-based ICT in vocational high schools across perspectives of understanding, ease of learning, and learning challenges. Therefore, this study aims to investigate students' perceptions of ICT integration in ELT, specifically examining web-based and non-web-based ICT across perspectives of understanding, ease of learning, and learning challenges. The research method used was a case study. The research involved six students of the two departments (Engineering and Management) at a vocational high school in Malang, Indonesia, as the participants. Data were collected through interviews and analyzed thematically. Results indicate that, based on perspectives of understanding and ease of learning, students exhibit positive attitudes towards integrating ICT, particularly web-based tools like Canva, Quizizz, and Wordwall, alongside non-web-based tools such as LCD and tablet, citing enhanced learning processes. Conversely, in the perspective of learning challenges, challenges like poor internet connectivity for web-based ICT and operational issues for non-web-based tools persist. This study emphasizes the importance of a balanced approach to ICT integration to meet diverse learning needs.
... For implications of the present research, teachers are asked to act as positive role models through using the target language in classroom communication, giving more attention to real-life interaction rather than to the mere abstract instruction. This can also be supported by a variety of activities, role play, speech acts, students' public presentation, technology-based classroom interaction, and handheld technologies (Abugohar et al., 2019b). One last recommendation for teachers of second and foreign languages is to be patient as much as they can till they see their efforts crowned in the shape of getting learners to achieve actual progress in mastering language skills since we did not detect right sufficient outcomes in terms of participation quality till we came to the third week, then students' achievement was at the highest point at the end of our follow-up plan. ...
... For implications of the present research, teachers are asked to act as positive role models through using the target language in classroom communication, giving more attention to real-life interaction rather than to the mere abstract instruction. This can also be supported by a variety of activities, role play, speech acts, students' public presentation, technology-based classroom interaction, and handheld technologies (Abugohar et al., 2019b). One last recommendation for teachers of second and foreign languages is to be patient as much as they can till they see their efforts crowned in the shape of getting learners to achieve actual progress in mastering language skills since we did not detect right sufficient outcomes in terms of participation quality till we came to the third week, then students' achievement was at the highest point at the end of our follow-up plan. ...
The new coronavirus, which produces a highly contagious sickness, enters the picture. Globally, the coronavirus disease (COVID-19) has boosted the use of Internet commerce. It has resulted in an increase in the number of FTUs, or first-time e-commerce users, in India, who were previously unable to purchase online. Customers are depending on Amazon more than ever before in their social isolation and self-quarantine attempts, according to Amazon, one of the country’s and the world’s major e-commerce businesses (https://retail.economictimes.indiatimes.com/re-tales/impact-of-covid-19-on-onlineshopping-in-india/4115). The goal of this study is to determine the elements that influence customers’ online purchases of mobile phones, as well as how that practice has altered since the global COVID-19 outbreak. An online survey was done, and data were gathered from primary sources to interpret the objectives. The goal of the study is to figure out how successful online advertising is at raising awareness and what the link is between Internet advertising and purchasing decisions.KeywordsCovid-19E-commerceMarketingConsumer choiceInternet advertising
Designing peripheral warnings and notifications to support teaching-learning is progressively increasing. However, existing work usually fails to effectively integrate real-time alerts and tackle poor students in a blended classroom. We present an in-class multimodal alert method for teachers and students to address the challenges. The system utilizes performance prediction and classification of students for real-time alert. The classification of students based on course performance helped in optimizing the number of alerts. The peripheral device selection aided in preventing the disruption in the lecture follow. Moreover, alert content delivery timing (start, during, and end of the class session) is used to reduce alert fatigue. We reported the design and the initial study results. The results show that 25 teachers and students reacted positively to the system design, technology, and features.KeywordsPeripheral alertReal-time feedbackE-learning toolBlended class
One of the tasks for language teachers is to create an interactive environment to help learners communicate globally in the 21st century. Employing a case-study design, this research is aimed to explore how far using the target language (L2), as the main language of classroom interaction, can affect students' oral fluency through the technique of Challenge, Action, and Result. Attempting to accomplish the assigned purpose, this study was carried out for four weeks to obtain qualitative data using an observation checklist in following 31 students at the university level. Through this paper, we share our experience to provide instructors in higher education with one of the solutions to learners' oral inefficiency. The study findings proved that there was a remarkably positive influence of mediating English in classroom interaction on improving learners' fluency. Implications of the research are further discussed in the conclusion section.
