Literaturnachweis - Detailanzeige
| Autor/in | Tekir, Serpil |
|---|---|
| Titel | Technology Enhanced Active Learning: A Promising Model for Low Language Readiness to Study at an EMI University |
| Quelle | In: International Journal of Educational Reform, 32 (2023) 3, S.332-356 (25 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Tekir, Serpil) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1056-7879 |
| DOI | 10.1177/10567879231155872 |
| Schlagwörter | Active Learning; Second Language Learning; Second Language Instruction; English (Second Language); Language of Instruction; Student Attitudes; Learning Experience; Positive Attitudes; College Preparation; Disadvantaged; Academic Persistence; Dropouts; Comparative Analysis; Technology Uses in Education; Undergraduate Students; Gender Differences; Foreign Countries; Language Teachers; Teacher Attitudes; Language Proficiency; Turkey Aktives Lernen; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Schülerverhalten; Lernerfahrung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Geschlechterkonflikt; Ausland; Language teacher; Sprachunterricht; Lehrerverhalten; Language skill; Language skills; Sprachkompetenz; Türkei |
| Abstract | Teenagers coming from low socioeconomic backgrounds are at a disadvantage when they are accepted to study at an EMI university in terms of their foreign language readiness. Thus, most of them cannot persist in their endeavor and drop out of university. In this mixed-methods design study, we implemented the Technology Enhanced Active Learning Model (TEALM) to improve the language readiness of disadvantaged students and evaluated its effectiveness through a semi-experimental design with a pre-test--post-test paired control group. We also collected students' views on their language learning experiences through semi-structured interviews. The findings showed that the students in the experimental group had significantly higher learning gains in productive skills, and they had much more positive perceptions about language learning. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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