Smart Automated Language Teaching through the Smart Sender Platform

Autor/inn/en	Lychuk, Mariia; Bilous, Nataliya; Isaienko, Svitlana; Gritsyak, Lesya; Nozhovnik, Oleg
Titel	Smart Automated Language Teaching through the Smart Sender Platform
Quelle	In: European Journal of Educational Research, 10 (2021) 2, S.841-854 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	Computer Software; Student Motivation; Attendance; Second Language Learning; Second Language Instruction; English (Second Language); Feedback (Response); Time Management; Learner Engagement; Linguistics; International Trade; Legal Education (Professions); Majors (Students); Dropouts; Integrated Learning Systems; Cognitive Ability; Intervention; Student Attitudes; Educational Quality; Outcomes of Education; Teaching Methods; Independent Study; Electronic Learning; Foreign Countries; Ukraine + Suchen Sie Ihr Suchwort? Schulische Motivation; Anwesenheit; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zeitmanagement; Linguistik; Trade; International relations; Handel; Internationale Beziehungen; Juristischer Beruf; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Denkfähigkeit; Schülerverhalten; Quality of education; Bildungsqualität; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Selbststudium; Ausland
Abstract	The purpose of the research was to identify whether the English language e-classes that are automated and delivered through the Smart Sender platform influence the students' attendance and procrastination rates, their motivation, time management skills, cognitive processing speed, and satisfaction. The study used qualitative and quantitative methods to monitor students' attendance and procrastination rates, motivation and engagement, time management skills, thinking speed, and satisfaction. The questionnaire on learning motivation, engagement, and competence, the time management skills test, the mental speed test, and the course satisfaction questionnaire were used to collect data. The focus group discussion questionnaire was used to obtain verbal feedback for the participants. The Smart Sender platform proved effective as an instructional tool for teaching the English Language to students majoring in Philology, International Business, and Law. The automated delivery of the English language e-classes was effective in addressing the issues of dropouts and procrastination in distance learning through automation of the lesson delivery based on the 'push' factor. It increased students' motivation, improves time management skills, and satisfaction. The quantitative findings showed that the students experienced a positive change in attendance, motivation and learning engagement, time management skills, and thinking speed due to the intervention. The students perceived the automated delivery-based approach to language teaching positively. They reported that the delivery approach content met the participants' expectations and needs. Focus group discussion revealed that the intervention changed their learning behaviour and strategies which were considered the improvements of the quality learning outcomes. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eu-jer.com; Web site: https://www.eu-jer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01