Education Commons^™

Investigating College Students’ Second Language And Computer-Mediated Communication Anxieties In A Philippine Comprehensive University, Marikah Devon Forro, Rachelle Ballesteros-Lintao

Journal of English and Applied Linguistics

The issue of classroom language anxiety, considered a significant factor that hinders language learning, has received an increasing amount of research in the field of language education. In the Philippines, despite the abundance of literature regarding students' language anxiety, the shift in the learning environment due to the pandemic may have significantly affected the language anxiety experienced by learners. Hence, this study sought to investigate students' language and computer-mediated communication (CMC) anxieties as they communicate through technology during online classes. Subsequently, it was aimed at identifying the relationship between language anxiety and CMC anxiety. Employing Krashen's Theory of Affective Filter …

Technology In The Classroom: The Features Language Teachers Should Consider, Sophie Cuocci, Padideh Fattahi Marnani

Journal of English Learner Education

The fast development of technology and the new generation of highly computer literate students led to consider the integration of technology in school as essential. Throughout the last two decades, research has identified multiple factors leading to the successful and unsuccessful integration of technology in the classroom. Educators must consider these factors when deciding on which technology tools to use and how to integrate them to their lessons. Simultaneously, the increasing number of English learners in the United States calls for the identification of teaching strategies that will best support their needs. Many language teachers now rely on teaching techniques …

Teachers’ Experience Of Blended English Language Learning, Raed Ali Alhemairi, Sarah Bond, Danielle Karine Montes

International Journal for Research in Education

Abstracts:

To address current Emiratization goals for teachers who teach English Medium Subjects, the Abu Dhabi Education Council partnered with a for-profit English language professional development provider to conduct a 6-week trial of a blended English language learning program for Emirati teachers. The current qualitative narrative study was undertaken to learn more about the lived experiences of 11 participants in the program. Participants had access to an online training program and spent 60 to 70% of the training program time in self-paced online learning, and attended face to face sessions with an English trainer for 30-40% percent of the training …