![]() Collaborative learning: Interactive debates using Padlet in a higher education institution. International Journal of Instructional Technology and Distance Learning, 12(4), 49–52.ĭeWitt, D., Alias, N., & Siraj, S. Kahoot! A digital game resource for learning. Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). ![]() Professional development of secondary school EFL teachers: Voices from Indonesia. Journal of Language Teaching and Research, 11(1), 33–44.Ĭirocki, A., & Farrell, T. The Modern Language Journal, 93(1), 46–60.īyrne, D. Students’ and teachers’ perceptions of effective foreign language teaching: A comparison of ideals. Perceptions of students for gamification approach: Kahoot as a case study. Designing and conducting mixed methods research. How a teacher education programme through action research can support EFL teachers in implementing communicative approaches, a case from Taiwan. Wang (Eds.), Journal of Physics: Conference Series (Vol. Learners’ perceptions of using technology in the foreign language classroom: a case from China. Recommendations are also made for future research.Ĭhen, Y. The findings of this research could be of reference to teachers and policymakers who wish to attempt the use of Technology-Enhance Learning (TEL) tools with similar functions to Kahoot! and Padlet in various comparable pedagogical contexts. Teachers are often encouraged to integrate technology within their lessons, yet they may not be well instructed as to how. This suggests that partly integrating m-learning tools in class could significantly increase learners’ positive perceptions of a whole lesson. ![]() A striking result is that their perceptions of gamification were amplified when the reality was that only a few class activities used these tools. Major themes emerging from the qualitative data are related to either strategies for teachers to promote learner’s motivation or a prerequisite for learning. The data were analysed with the combination of comparative content analysis and thematic coding. The questions were designed without mentioning the use of these m-learning tools. 289 Chinese university students’ views on such lessons were collected through open-ended questions posted on Padlet. This article reports on a classroom-based investigation into English as a foreign language (EFL) learners’ views on lessons which integrated m-learning tools for assessment (Kahoot!) and collaboration (Padlet).
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