| تعداد نشریات | 24 |
| تعداد شمارهها | 881 |
| تعداد مقالات | 7,867 |
| تعداد مشاهده مقاله | 14,708,889 |
| تعداد دریافت فایل اصل مقاله | 12,556,811 |
Learning styles, Technology Savviness, and Iranian EFL learners’ Vocabulary Knowledge: The Mediating Role of Learners’ Preferences and Needs during Agile App Development | ||
| Teaching English as a Second Language Quarterly | ||
| مقاله 3، دوره 42، شماره 2، مرداد 2023، صفحه 51-80 اصل مقاله (1.23 M) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/tesl.2023.44854.3141 | ||
| نویسندگان | ||
| Faramarz Kazemainy1؛ Hamed Barjesteh* 1؛ Nassim Golaghaei2؛ Atefeh Nasrollahi Mouzirji1 | ||
| 1Department of English language and Literature, Ayatollah Amoli branch, Islamic Azad University, Amol, Iran | ||
| 2ELT Department, Roudehen Branch, Islamic Azad University, Roudehen, Iran | ||
| چکیده | ||
| Juxtaposing the ubiquitous facets of mobile technology as everyware (Greenfield, 2010) and vocabulary as one of the most axial aspects of language learning (Bowles & Cogo, 2016; Schmitt & Schmitt, 2020), besides the importance of considering learners’ attributes and needs (Taghizadeh, 2019) while developing a mobile vocabulary application (app), necessitates analyzing the relationship and impact of all these elements in a single structural model. To tackle the issue, first, via a mixed-methods design, the researcher developed a bespoke mobile application using the task model and the principles of agile methodology. and then investigated the impact of using the app on a sample of 62 Iranian EFL university students’ vocabulary recognition and recall, the results of which were published in two other articles. In this study, the researcher integrated the obtained data within a proposed structural model and assessed the model's fitness to investigate the interaction and interrelationship among the latent variables mentioned above. The results obtained from SEM-PLS analyses revealed that within the unified structural model, the learners’ preferences and needs were favorably influenced by their learning style orientation and technology savviness. Similarly, the findings verified the positive impact of considering learners’ preferences and needs during the agile app development lifecycle on the target participants’ vocabulary knowledge, encompassing vocabulary recognition and recall. Finally, the fitness of the proposed structural model was verified based on the criteria for model assessment mentioned by Sparks and Alamer (2022). The SEM-PLS data analyses and the implications of the study are presented and discussed. | ||
| کلیدواژهها | ||
| Learning Styles؛ Technology Savviness؛ Needs Analysis؛ Custom-made Mobile Applications؛ Vocabulary Knowledge | ||
| مراجع | ||
|
Acosta, A. S., Crespo, Á. H., & Agudo, J. C. (2018). Effect of market orientation, network capability and entrepreneurial orientation on international performance of small and medium enterprises (SMEs). International Business Review, 27(6), 1128-1140.
Adnan, A., & Marlina, L. (2017). EFL students' learning style in English as a general course at Universitas Negeri Padang. Fifth International Seminar on English Language and Teaching (ISELT 2017),
Al-Jarf, R. (2018). Effect of background knowledge on auditory comprehension in interpreting courses. Interpretation of Meaning Across Discourses, Brno.
Al-Sharqi, L., & Abbasi, I. S. (2020). The Influence of technology on English language and literature. English Language Teaching, 13(7), 1-7.
Alamer, A., & Marsh, H. (2022). Exploratory structural equation modeling in second language research: An applied example using the dualistic model of passion. Studies in Second Language Acquisition, 1-24.
Alexander, B. (2020). Academia next: The futures of higher education. Johns Hopkins University Press.
Alharbi, W. H. (2022). The affordances of augmented reality technology in the English for specific purposes classroom: Its impact on vocabulary learning and students motivation in a Saudi higher education institution. Journal of Positive School Psychology, 6(3), 6588–6602-6588–6602.
Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International journal of teaching and education, 3(3), 21-34. https://doi.org/10.20472/TE.2015.3.3.002
Atzori, L., Iera, A., & Morabito, G. (2010). The internet of things: A survey. Computer networks, 54(15), 2787-2805.
Baddeley, A. D., Hitch, G. J., & Allen, R. J. (2019). From short-term store to multicomponent working memory: The role of the modal model. Memory & Cognition, 47(4), 575-588.
Bagozzi, R. P., & Yi, Y. (1988). On the evaluation of structural equation models. Journal of the academy of marketing science, 16(1), 74-94.
Basal, A., Yilmaz, S., Tanriverdi, A., & Sari, L. (2016). Effectiveness of mobile applications in vocabulary teaching. Contemporary Educational Technology, 7(1), 47-59.
Becker, K., Kehoe, J., & Tennent, B. (2007). Impact of personalized learning styles on online delivery and assessment. Campus-Wide Information Systems.
Benitez-Correa, C., Vargas-saritama, A., Gonzalez-Torres, P., Quinonez-Beltran, A., & Ochoa-Cueva, C. (2022). Students’ Preferences and Learning Styles in Relation to Reading and Writing Strategies at Distance Higher Education. International Journal of Learning, Teaching and Educational Research, 21(4).
Bowen, N. K., & Guo, S. (2011). Structural equation modeling. Oxford University Press.
Bowles, H., & Cogo, A. (2016). International perspectives on English as a lingua franca: Pedagogical insights. Springer.
Brooks, G., Clenton, J., & Fraser, S. (2021). Exploring the Importance of vocabulary for English as an additional language learners' reading comprehension. Studies in Second Language Learning and Teaching, 11(3), 351-376.
Brown, H. D., & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy (4th ed.). Pearson Education.
Burston, J. (2015). Twenty years of MALL project implementation: A meta-analysis of learning outcomes. ReCALL, 27(1), 4-20. https://doi.org/https://doi.org/10.1017/S0958344014000159
Burston, J., & Athanasiou, A. (2020). Twenty-five years of MALL experimental implementation studies: What do we know about it? In Recent Tools for Computer-and Mobile-Assisted Foreign Language Learning (pp. 35-59). IGI Global. https://doi.org/10.4018/978-1-7998-1097-1.ch002
Chin, W. W. (1998). The partial least squares approach to structural equation modeling. Modern methods for business research, 295(2), 295-336.
Chin, W. W. (2010). How to write up and report PLS analyses. In Handbook of partial least squares (pp. 655-690). Springer.
Chostelidou, D. (2010). A needs analysis approach to ESP syllabus design in Greek tertiary education: a descriptive account of students’ needs. Procedia-Social Behavioral Sciences, 2(2), 4507-4512.
Cohen, J. (1992). Quantitative methods in psychology: A power primer. Psychological bulletin,
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (Fifth ed.). Sage publications.
Davies, M. (2020). Corpus of Contemporary American English. https://www.english-corpora.org/coca/
Davies, M., & Gardner, D. (2019). Academic vocabulary lists. https://www.academicvocabulary.info/
De Souzabido, D., & Silva, D. D. (2019). Smartpls 3: specification, estimation, evaluation and reporting [Report]. Administração: Ensino e Pesquisa – RAEP, 20, 465+. https://link.gale.com/apps/doc/A600448544/IFME?u=anon~9befbcb7&sid=googleScholar&xid=349592ca
DeCapua, A., & Wintergerst, A. C. (2005). Assessing and validating a learning styles instrument. System, 33(1), 1-16.
Dörnyei, Z. (2014). The psychology of the language learner: Individual differences in second language acquisition. Routledge.
Dörnyei, Z., Henry, A., & MacIntyre, P. D. (2014). Motivational dynamics in language learning (Vol. 81). Multilingual Matters.
Eaton, S. E. (2010). Global trends in language learning in the 21st century. ERIC.
Ehrman, M. E. (1996). Understanding second language learning difficulties. Sage. https://www.google.com/books/edition/Understanding_Second_Language_Learning_D/ig05DQAAQBAJ?hl=en&gbpv=0
Fathi, J., & Savadi Rostami, E. (2018). Collective teacher efficacy, teacher self-efficacy, and job satisfaction among Iranian EFL Teachers: The mediating role of teaching commitment. Teaching English as a Second Language (Formerly Journal of Teaching Language Skills), 37(2), 33-64.
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of marketing research, 18(1), 39-50.
Greenfield, A. (2010). Everyware: The dawning age of ubiquitous computing. New Riders.
Hair, J., & Alamer, A. (2022). Partial Least Squares Structural Equation Modeling (PLS-SEM) in second language and education research: Guidelines using an applied example. Research Methods in Applied Linguistics, 1(3), 100027.
Hair, J. F. (2009). Multivariate data analysis (7th ed.). Pearson.
Hair Jr, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2021). A primer on partial least squares structural equation modeling (PLS-SEM). Sage publications.
Heift, T., Mackey, A., & Smith, B. (2019). History, pedagogy, data and new directions: An introduction to the educational technology issue. Annual Review of Applied Linguistics, 39, 1-7.
Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the academy of marketing science, 43(1), 115-135.
Henseler, J., Ringle, C. M., & Sinkovics, R. R. (2009). The use of partial least squares path modeling in international marketing. In New challenges to international marketing. Emerald Group Publishing Limited.
Hiebert, E., Scott, J., Castaneda, R., & Spichtig, A. (2019). An analysis of the features of words that influence vocabulary difficulty. Education Sciences, 9(1), 8.
Huang, W. (2019). A needs analysis approach to the design of college English elective courses: A descriptive account of Chinese college students’ needs. 2018 6th International Education, Economics, Social Science, Arts, Sports, and Management Engineering Conference (IEESASM 2018),
Hunter, J. E., & Schmidt, F. L. (1996). Intelligence and job performance: Economic and social implications. Psychology, Public Policy, and Law, 2(3-4), 447.
Kárpáti, A. (2009). Web 2 technologies for Net Native language learners: A “social CALL”. ReCALL, 21(2), 139-156.
Kazu, I. Y. (2009). The effect of learning styles on education and the teaching process. Journal of Social Sciences, 5(2), 85-94.
Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. Yale University Press.
Kumaravadivelu, B. (2006). Understanding language teaching: From method to post-method. Routledge.
Kumaravadivelu, B. (2008). Cultural globalization and language education. Yale University Press.
Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. Routledge.
Larsen Freeman, D. (2012). Chaos/complexity theory for second language acquisition. The encyclopedia of applied linguistics, 710-717. https://doi.org/DOI: 10.1002/9781405198431
Liegle, J. O., & Janicki, T. N. (2006). The effect of learning styles on the navigation needs of Web-based learners. Computers in Human Behavior, 22(5), 885-898.
Lord, G., & Lomicka, L. (2008). Blended learning in teacher education: an investigation across media. Contemporary Issues in Technology and Teacher Education, 8(2), 158-174.
Lu, J., Yao, J. E., & Yu, C.-S. (2005). Personal innovativeness, social influences and adoption of wireless Internet services via mobile technology. The Journal of Strategic Information Systems, 14(3), 245-268.
Malhiwsky, D. R. (2010). Student achievement using web 2.0 technologies: A mixed methods study. Open access theses and dissertations from the College of Education and Human Sciences, 58.
Marjaei, S., Yazdi, F. A., & Chandrashekara, M. (2019). MAXQDA and its application to LIS Research. Library Philosophy and Practice, 1-9.
Miller, G. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. The Psychological Review, 63(2), 81.
Nation, I., & Meara, P. (2002). Vocabulary. In N. Schmitt (Ed.), An introduction to applied linguistics (pp. 35-54). Arnold.
NetMarketShare. (2019). Market share statistics for internet technologies. https://netmarketshare.com/operating-system-market-share.aspx
O'Reilly, T. (2009). What is web 2.0. " O'Reilly Media, Inc.".
Otto, S. E. (2017). From past to present: A hundred years of technology for L2 learning. The handbook of technology and second language teaching and learning, 10-25.
Ozdemir, M. S. (2017). Seven. International Journal of the Analytic Hierarchy Process, 9(3), 1. https://doi.org/https://doi.org/10.13033/ijahp.v9i3.552
Puebla, C., Fievet, T., Tsopanidi, M., & Clahsen, H. (2022). Mobile-assisted language learning in older adults: Chances and challenges. ReCALL, 34(2), 169-184.
Rashid, M. H., Lan, Y., & Hui, W. (2022). The importance of vocabulary in teaching and learning in applied linguistics. Linguistics and Culture Review, 6, 541-550.
Ravand, H., Rohani, G., & Faryabi, F. (2018). On The Factor Structure (Invariance) of the PhD UEE Using Multigroup Structural Equation Modeling. Journal of Teaching Language Skills, 36(4), 141-170.
Razavipour, K., Gooniband Shoushtari, Z., & Mansoori, M. (2018). The structural invariance of a model of washback to test takers’ perceptions and preparation: The moderating role of institutions. Teaching English as a Second Language (Formerly Journal of Teaching Language Skills), 36(4), 171-201.
[Record #384 is using a reference type undefined in this output style.]
Reid, J. M. (1987). The learning style preferences of ESL students. TESOL Quarterly, 21(1), 87-111.
Reid, J. M. (1995). Learning styles in the ESL/EFL classroom. ERIC. https://eric.ed.gov/?id=ED396587
Reid, J. M. (1998). Understanding learning styles in the second language classroom. Prentice Hall Regents.
Riding, R. (2000). Cognitive style: A review. Interpersonal perspectives on individual differences, 1, 315-344.
Ringle, C., Da Silva, D., & Bido, D. (2015). Structural equation modeling with the SmartPLS. Brazilian Journal Of Marketing, 13(2).
Ringle, C. M., Sarstedt, M., & Straub, D. W. (2012). Editor's comments: A critical look at the use of PLS-SEM in" MIS Quarterly". MIS quarterly, iii-xiv.
Rovai, A. P. (2001). Building classroom community at a distance: A case study. Educational technology research and development, 49(4), 33-48.
Sari, B. T., Chasiotis, A., van de Vijver, F. J., & Bender, M. (2020). The importance of language vocabulary and language usage for sociocultural adjustment among Indonesian adolescents from three bilingual ethnic groups. Journal of Multilingual and Multicultural Development, 41(6), 531-546. https://doi.org/10.1080/01434632.2019.1630417
[Record #390 is using a reference type undefined in this output style.]
Sartor, V. (2020). Digital age pedagogy: Easily enhance your teaching practice with technology. English teaching forum,
Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Springer.
Schmitt, N., & Schmitt, D. (2020). Vocabulary in language teaching (2nd ed.). Cambridge University Press.
Seedhouse, P. (1995). Needs analysis and the general English classroom. ELT Journal, 49(1), 59-65. https://doi.org/10.1093/elt/49.1.59
Shadiev, R., Liu, T., & Hwang, W. Y. (2020). Review of research on mobile‐assisted language learning in familiar, authentic environments. British Journal of Educational Technology, 51(3), 709-720.
Shao, K., Elahi Shirvan, M., & Alamer, A. (2022). How accurate is your correlation? Different methods derive different results and different interpretations. Frontiers in Psychology, 2791.
Snow, R. E., Corno, L., & Jackson III, D. (1996). Individual differences in affective and conative functions. https://psycnet.apa.org/record/1996-98614-008
Sparks, R. L., & Alamer, A. (2022). Long-term impacts of L1 language skills on L2 anxiety: The mediating role of language aptitude and L2 achievement. Language Teaching Research, 13621688221104392.
Sternberg, R. J., & Grigorenko, E. L. (2014). A capsule history of theory and research on styles. In Perspectives on thinking, learning, and cognitive styles (pp. 1-22). Routledge.
Swilley, E. (2019, 2019//). Investigating the Tech-Savvy Consumer: An Abstract. Finding New Ways to Engage and Satisfy Global Customers, Cham.
Taghizadeh, M. (2019). The effect of needs analysis on designing ESP courses in Iranian context: A case study. English Language Teaching Letters, 1(1), 46-50.
Tewari, A., & Gupta, B. (2020). Security, privacy and trust of different layers in the Internet-of-Things (IoTs) framework. Future generation computer systems, 108, 909-920.
Tompson, R., Barclay, D., & Higgins, C. (1995). The partial least squares (PLS)approach to causal modeling: Personal computer adoption and uses as an illustration. Technology Studies: Special Issue on Research Methodology, 2(2), 284-324.
Vinzi, V. E., Chin, W. W., Henseler, J., & Wang, H. (2010). Handbook of partial least squares: Concepts, methods and applications (Vol. 201). Springer.
Wintergerst, A. C., DeCapua, A., & Verna, M. A. (2002). An analysis of one learning styles instrument for language students. TESL Canada Journal, 20(1), 16-37.
Wong, L. L., & Nunan, D. (2011). The learning styles and strategies of effective language learners. System, 39(2), 144-163.
Zhou, Y., & Wei, M. (2018). Strategies in technology-enhanced language learning. Studies in Second Language Learning and Teaching, 8(2), 471-495. | ||
|
آمار تعداد مشاهده مقاله: 597 تعداد دریافت فایل اصل مقاله: 590 |
||