Research Article
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Year 2017, Volume: 8 Issue: 4, 338 - 358, 18.10.2017

Abstract

References

  • Alotaibi, K. N. (2015). The learning environment as a mediating variable between self-directed learning readiness and academic performance of a sample of Saudi nursing and medical emergency students. Nurse Education Today, 36, 249-254.
  • Artelt, C., Baumert, J., Julius-McElvany, N., & Peschar, J. (2003). Learners for life: Student approaches to learning. Results from PISA 2000. Paris: Organization for Economic Cooperation and Development.
  • Barr, D. (2016). Students and ICT: An analysis of student reaction to the use of computer technology in language learning. IALLT Journal of Language Learning Technologies, 36(2), 19-38.
  • Beck, I. L. & McKeown, M. G., (2007). Increasing young low-income children's oral vocabulary repertoires through rich and focused instruction. Elementary School Journal, 107(3), 251-271.
  • Chang, C., Yan, C., & Tseng, J. (2012). Perceived convenience in an extended technology acceptance model: Mobile technology and English learning for college students. Australasian Journal of Educational Technology, 28 (5), 809-826.
  • Coklar, A. N. (2012). Evaluations of students on Facebook as an educational environment. Turkish Online Journal of Qualitative Inquiry, 3(2), 42-53.
  • Creswell, J. W., Clark. P., V. L., Gutmann, M. L., & Hanson, W. E. (2003). Advanced mixed methods research designs. In A. Tashakkori and C. Teddlie (Eds.), Handbook of mixed methods in social and behavioral research (pp.209-240). Thousand Oaks, CA: Sage.
  • Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340.
  • DeVellis, R. F. (2003). Scale development: Theory and applications. Thousand Oaks, CA: Sage. Espinosa, B (2013), Learning English using Tell Me More: Perspectives of university teaching staff as users of the online application. Retrieved on 1 May 2017 from https://www.researchgate.net/publication/278171803Learning
  • Glisan, G., Dudt, K., & Howe, M. (1998). Teaching Spanish through distance education: Implications of a pilot study. Foreign Language Annals, 31, 48-66.
  • Godwin-Jones, R. (2010). Emerging technologies tools and trends in self-paced language instruction. Language Learning & Technology, 11(2), 10–17. Retrieved on 1 May 2017 from http://llt.msu.edu/vol11num2/ emerging/default.html.
  • Gyamfi, G. & Sukseemuang, P. (2017). Factors affecting EFL learners’ use of the computer language learning program Tell Me More. International Journal of Instructional Technology and Distance Learning, 14(2), 69-79.
  • Heckathorn, D. (1997). Respondent-driven sampling: A new approach to the study of hidden populations. Social Problems, 44(2), 174-199.
  • Jarvis, H. (2013). Computers and learner autonomy: Trends and issues. British Council ELT Research Papers, 1, 387-409.
  • Kamil, M. L. (2004). Vocabulary and comprehension instruction: Summary and implications of the National Reading Panel findings. In P. McCardle and V. Chhabra (Eds.). The voice of evidence in reading research. Baltimore, MD: Paul H. Brookes.
  • Kennedy, G., Judd, T., Churchward, A., Gray, K., & Krause, K.-L. (2008). First year students’ experiences with technology: Are they really digital natives. Australasian Journal of Educational Technology, 24(1), 108-122. doi:http://dx.doi.org/10.14742/ajet.1233
  • Knowles, M. (1975). Self directed learning. Oxford, England: Gulf Publishing.
  • Krejcie, R.V. & Morgan, D.W. (1970) Determining Sample Size for Research Activities. Educational and Psychological Measurement, 30, 607-610.
  • Kuama, S. & Intharaksa, U. (2016) University students’ perceptions of an online English language course. Proceedings of ICHiss 2016: 8th International Conference on Humanities and Social Sciences. National Defense University of Malaysia. (pp 226-336). Selangor, Malaysia.
  • Kvavik, R. B. (2005). Convenience, communications, and control: How students use technology. Educating the Net Generation, 1, 7.1-7.20.
  • Lafford, B. A. (2004). Review of Tell Me More Spanish. Language Learning & Technology, 8 (3), 21-34. Retrieved on 1 May 2017 from http://llt.msu.edu/vol8num3/review1/default. html.
  • Levy, M. (1997) CALL: Context and conceptualization. Modern Language Journal, 79(4), 457-476.
  • Lin, H. (2014). Establishing an empirical link between computer mediated communication (CMC) and SLA: A meta-analysis of the research. Language Learning & Technology, 18(3), 120-147
  • Nielson, K. (2011). Self-study with language learning software in the workplace: What happens? Language Learning & Technology, 15(3), 110-129. Retrieved on 1 May 2017 from http://llt.msu.edu/issues/october2011/nielson.pdf.
  • Nowaczyk, R. (1998). Student perception of multimedia in the undergraduate classroom. International Journal of Instructional Media, 25, 367-368.
  • Perez, A. (2014). Effectiveness of Tell Me More in enhancing communication skills. Asia Pacific Journal of Multidisciplinary Research, 2(6), 164-172.
  • Reeser, T. W. (2002). CALICO Software Review. Tell Me More-French. CALICO Journal, 19(2), 419-428.
  • Spanjers, D. M., Burns, M. K., & Wagner, A. R (2008). Systematic direct observation of time on task as a measure of student engagement. Assessments for Effective Intervention, 33, 120
  • Sukseemuang, P. (2009). Self-directedness and academic success of students enrolling in hybrid and traditional courses (Unpublished doctoral dissertation). Retrieved on 1 May 2017 from http://gateway.proquest.com/open.
  • Ushioda, E. (2005). The role of students’ attitudes and motivation in second language learning in online language courses. CALICO Journal, 23(1), 49-78.
  • Ulitsky, H. (2000). Language learner strategies with technology. Journal of Educational Computing Research, 22(3), 285-322.
  • Van Zanten R., Somogyi, S., & Curro, G. (2012). Purpose and preference in educational podcasting. British Journal of Educational Technology, 43(1), 130-138. doi:10.1111/j.1467-8535.2010.01153.
  • Venkatesh, V., Croteau, A.-M., & Rabah, J. (2014). Perceptions of effectiveness of instructional uses of technology in higher education in an era of Web 2.0. Paper presented at the 47th Hawaii International Conference on System Sciences. Waikoloa, HI.
  • Waemusa, S., Srichai, H, & Wongphasukchote, K. (2008). A study of Thai learners' responsibility in learning a foreign language. Retrieved on 1 May 2017 from http://kb.psu.ac.th/psukb/ handle/ 2010/8003.
  • Wan Irham, I. & Shafinah, S. (2006). Utilizing ESL websites as learning tool to learn. In M. K. Kabilan et al. (Eds.).Online teaching and learning in ELT. Penang: Penerbit USM. 80-92.
  • Weston, M.E. & Bain, A. (2010). The end of techno-critique: The naked truth about 1:1 laptop initiatives and educational change. Journal of Technology, Learning and Assessment, 9(6). Retrieved on 1 May 2017 from http://www.jtla.com.
  • Willis, J. (2006). Research-based strategies to ignite student learning: Memory, learning, and test taking success. Retrieved on 1 May 2017 from http://www.ascd.org/publications/ book/197006/chapters/Memory.
  • Yunus, M., Hasim, H., Embi, M. A., & Lubis, M. A. (2010). The utilization of ICT in the teaching and learning of English: ‘Tell Me More’. Procedia. Social and Behavioural Sciences, 9, 685-691.
  • Yunus, M., Hasim, H., Jusoff, K., Nordin, N. M., Yasin, R. M., & & Rahman, S. (2010). ESL lectures’ voices on Tell Me More. Studies in Literature and Language, 1(1), 69-84.

EFL Learners’ Perceptions, Practices and Achievement with the Online Learning Program Tell Me More

Year 2017, Volume: 8 Issue: 4, 338 - 358, 18.10.2017

Abstract

The study examined EFL learners’ perceptions, practices and achievement with the online language-learning program Tell Me More (TMM). A questionnaire and semi-structured focus group interview were used for data collection. A sample of 340 EFL learners were surveyed for their perceptions and practices; of them, 10 were further selected for an in-depth semi-structured focus group interview. Data on the learners’ scores at four proficiency levels were analyzed for learners’ achievement. The results indicated that the learners perceived TMM moderately useful and easy to use for learning English. With regard to learners’ practices, they multitasked and sometimes left the program on to count the hours of use. The Pearson’s correlation analysis revealed a positive correlation between learners’ perception of the usefulness and ease of use of TMM. However, there was no correlation between learners’ perceptions and practices. The analysis of learners’ scores indicated an improvement in achievement for learners at the beginner and advanced proficiency levels, while learners at the intermediate and intermediate+ proficiency levels had a drop in their achievement. The findings do not only expand the knowledge base of learners’ perceptions, practices, and achievement with computer-assisted language learning programs but also guide institutions on how to make effective use of educational technologies to improve learning practices and performance.

References

  • Alotaibi, K. N. (2015). The learning environment as a mediating variable between self-directed learning readiness and academic performance of a sample of Saudi nursing and medical emergency students. Nurse Education Today, 36, 249-254.
  • Artelt, C., Baumert, J., Julius-McElvany, N., & Peschar, J. (2003). Learners for life: Student approaches to learning. Results from PISA 2000. Paris: Organization for Economic Cooperation and Development.
  • Barr, D. (2016). Students and ICT: An analysis of student reaction to the use of computer technology in language learning. IALLT Journal of Language Learning Technologies, 36(2), 19-38.
  • Beck, I. L. & McKeown, M. G., (2007). Increasing young low-income children's oral vocabulary repertoires through rich and focused instruction. Elementary School Journal, 107(3), 251-271.
  • Chang, C., Yan, C., & Tseng, J. (2012). Perceived convenience in an extended technology acceptance model: Mobile technology and English learning for college students. Australasian Journal of Educational Technology, 28 (5), 809-826.
  • Coklar, A. N. (2012). Evaluations of students on Facebook as an educational environment. Turkish Online Journal of Qualitative Inquiry, 3(2), 42-53.
  • Creswell, J. W., Clark. P., V. L., Gutmann, M. L., & Hanson, W. E. (2003). Advanced mixed methods research designs. In A. Tashakkori and C. Teddlie (Eds.), Handbook of mixed methods in social and behavioral research (pp.209-240). Thousand Oaks, CA: Sage.
  • Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340.
  • DeVellis, R. F. (2003). Scale development: Theory and applications. Thousand Oaks, CA: Sage. Espinosa, B (2013), Learning English using Tell Me More: Perspectives of university teaching staff as users of the online application. Retrieved on 1 May 2017 from https://www.researchgate.net/publication/278171803Learning
  • Glisan, G., Dudt, K., & Howe, M. (1998). Teaching Spanish through distance education: Implications of a pilot study. Foreign Language Annals, 31, 48-66.
  • Godwin-Jones, R. (2010). Emerging technologies tools and trends in self-paced language instruction. Language Learning & Technology, 11(2), 10–17. Retrieved on 1 May 2017 from http://llt.msu.edu/vol11num2/ emerging/default.html.
  • Gyamfi, G. & Sukseemuang, P. (2017). Factors affecting EFL learners’ use of the computer language learning program Tell Me More. International Journal of Instructional Technology and Distance Learning, 14(2), 69-79.
  • Heckathorn, D. (1997). Respondent-driven sampling: A new approach to the study of hidden populations. Social Problems, 44(2), 174-199.
  • Jarvis, H. (2013). Computers and learner autonomy: Trends and issues. British Council ELT Research Papers, 1, 387-409.
  • Kamil, M. L. (2004). Vocabulary and comprehension instruction: Summary and implications of the National Reading Panel findings. In P. McCardle and V. Chhabra (Eds.). The voice of evidence in reading research. Baltimore, MD: Paul H. Brookes.
  • Kennedy, G., Judd, T., Churchward, A., Gray, K., & Krause, K.-L. (2008). First year students’ experiences with technology: Are they really digital natives. Australasian Journal of Educational Technology, 24(1), 108-122. doi:http://dx.doi.org/10.14742/ajet.1233
  • Knowles, M. (1975). Self directed learning. Oxford, England: Gulf Publishing.
  • Krejcie, R.V. & Morgan, D.W. (1970) Determining Sample Size for Research Activities. Educational and Psychological Measurement, 30, 607-610.
  • Kuama, S. & Intharaksa, U. (2016) University students’ perceptions of an online English language course. Proceedings of ICHiss 2016: 8th International Conference on Humanities and Social Sciences. National Defense University of Malaysia. (pp 226-336). Selangor, Malaysia.
  • Kvavik, R. B. (2005). Convenience, communications, and control: How students use technology. Educating the Net Generation, 1, 7.1-7.20.
  • Lafford, B. A. (2004). Review of Tell Me More Spanish. Language Learning & Technology, 8 (3), 21-34. Retrieved on 1 May 2017 from http://llt.msu.edu/vol8num3/review1/default. html.
  • Levy, M. (1997) CALL: Context and conceptualization. Modern Language Journal, 79(4), 457-476.
  • Lin, H. (2014). Establishing an empirical link between computer mediated communication (CMC) and SLA: A meta-analysis of the research. Language Learning & Technology, 18(3), 120-147
  • Nielson, K. (2011). Self-study with language learning software in the workplace: What happens? Language Learning & Technology, 15(3), 110-129. Retrieved on 1 May 2017 from http://llt.msu.edu/issues/october2011/nielson.pdf.
  • Nowaczyk, R. (1998). Student perception of multimedia in the undergraduate classroom. International Journal of Instructional Media, 25, 367-368.
  • Perez, A. (2014). Effectiveness of Tell Me More in enhancing communication skills. Asia Pacific Journal of Multidisciplinary Research, 2(6), 164-172.
  • Reeser, T. W. (2002). CALICO Software Review. Tell Me More-French. CALICO Journal, 19(2), 419-428.
  • Spanjers, D. M., Burns, M. K., & Wagner, A. R (2008). Systematic direct observation of time on task as a measure of student engagement. Assessments for Effective Intervention, 33, 120
  • Sukseemuang, P. (2009). Self-directedness and academic success of students enrolling in hybrid and traditional courses (Unpublished doctoral dissertation). Retrieved on 1 May 2017 from http://gateway.proquest.com/open.
  • Ushioda, E. (2005). The role of students’ attitudes and motivation in second language learning in online language courses. CALICO Journal, 23(1), 49-78.
  • Ulitsky, H. (2000). Language learner strategies with technology. Journal of Educational Computing Research, 22(3), 285-322.
  • Van Zanten R., Somogyi, S., & Curro, G. (2012). Purpose and preference in educational podcasting. British Journal of Educational Technology, 43(1), 130-138. doi:10.1111/j.1467-8535.2010.01153.
  • Venkatesh, V., Croteau, A.-M., & Rabah, J. (2014). Perceptions of effectiveness of instructional uses of technology in higher education in an era of Web 2.0. Paper presented at the 47th Hawaii International Conference on System Sciences. Waikoloa, HI.
  • Waemusa, S., Srichai, H, & Wongphasukchote, K. (2008). A study of Thai learners' responsibility in learning a foreign language. Retrieved on 1 May 2017 from http://kb.psu.ac.th/psukb/ handle/ 2010/8003.
  • Wan Irham, I. & Shafinah, S. (2006). Utilizing ESL websites as learning tool to learn. In M. K. Kabilan et al. (Eds.).Online teaching and learning in ELT. Penang: Penerbit USM. 80-92.
  • Weston, M.E. & Bain, A. (2010). The end of techno-critique: The naked truth about 1:1 laptop initiatives and educational change. Journal of Technology, Learning and Assessment, 9(6). Retrieved on 1 May 2017 from http://www.jtla.com.
  • Willis, J. (2006). Research-based strategies to ignite student learning: Memory, learning, and test taking success. Retrieved on 1 May 2017 from http://www.ascd.org/publications/ book/197006/chapters/Memory.
  • Yunus, M., Hasim, H., Embi, M. A., & Lubis, M. A. (2010). The utilization of ICT in the teaching and learning of English: ‘Tell Me More’. Procedia. Social and Behavioural Sciences, 9, 685-691.
  • Yunus, M., Hasim, H., Jusoff, K., Nordin, N. M., Yasin, R. M., & & Rahman, S. (2010). ESL lectures’ voices on Tell Me More. Studies in Literature and Language, 1(1), 69-84.
There are 39 citations in total.

Details

Journal Section Articles
Authors

George Gyamfi This is me

Panida Sukseemuang This is me

Publication Date October 18, 2017
Published in Issue Year 2017 Volume: 8 Issue: 4

Cite

APA Gyamfi, G., & Sukseemuang, P. (2017). EFL Learners’ Perceptions, Practices and Achievement with the Online Learning Program Tell Me More. Contemporary Educational Technology, 8(4), 338-358.
AMA Gyamfi G, Sukseemuang P. EFL Learners’ Perceptions, Practices and Achievement with the Online Learning Program Tell Me More. Contemporary Educational Technology. October 2017;8(4):338-358.
Chicago Gyamfi, George, and Panida Sukseemuang. “EFL Learners’ Perceptions, Practices and Achievement With the Online Learning Program Tell Me More”. Contemporary Educational Technology 8, no. 4 (October 2017): 338-58.
EndNote Gyamfi G, Sukseemuang P (October 1, 2017) EFL Learners’ Perceptions, Practices and Achievement with the Online Learning Program Tell Me More. Contemporary Educational Technology 8 4 338–358.
IEEE G. Gyamfi and P. Sukseemuang, “EFL Learners’ Perceptions, Practices and Achievement with the Online Learning Program Tell Me More”, Contemporary Educational Technology, vol. 8, no. 4, pp. 338–358, 2017.
ISNAD Gyamfi, George - Sukseemuang, Panida. “EFL Learners’ Perceptions, Practices and Achievement With the Online Learning Program Tell Me More”. Contemporary Educational Technology 8/4 (October 2017), 338-358.
JAMA Gyamfi G, Sukseemuang P. EFL Learners’ Perceptions, Practices and Achievement with the Online Learning Program Tell Me More. Contemporary Educational Technology. 2017;8:338–358.
MLA Gyamfi, George and Panida Sukseemuang. “EFL Learners’ Perceptions, Practices and Achievement With the Online Learning Program Tell Me More”. Contemporary Educational Technology, vol. 8, no. 4, 2017, pp. 338-5.
Vancouver Gyamfi G, Sukseemuang P. EFL Learners’ Perceptions, Practices and Achievement with the Online Learning Program Tell Me More. Contemporary Educational Technology. 2017;8(4):338-5.