Aimee Mancil

Literature Review Outline

EDRS 8000
Applied Qualitative & Quantitative Research

I. Technology and Learning English as a Second Language
Poureau, L., & Wright, J. (2013). Owning it: An evaluation of language
applications and software for second language acquisition
mastery. Online Submission
This is a review of current research of five applications and
software in K-12 instruction setting. It is recommended that the
five identified applications and software be adapted in educational
practice as a tool to support language instruction in the K-12
setting. This software can help building listening and/or speaking
skills in another language. Researchers recommended Hello-Hello
World and Duolingo K-5, Duolingo and Mindsnacks in middle
school setting, Audacity and Mango language in the high school
setting to support language instruction.
Yang, Y. C., Gamble, J., & S. Tang, S. (2012). Voice over instant messaging
as a tool for enhancing the oral proficiency and motivation of English-as-
a- foreign-language learners. British Journal Of Educational Technology,
43(3), 448-464. doi:10.1111/j.1467-8535.2011.01204
Online discussions should be both structured (providing students
with sufficient direction in initiating and sustaining meaningful
dialogue) and facilitating (taking advantage of immediate
feedback, scaffolding and encouragement). Students were more
motivated to learn English after engaging in Voice over instant
messaging.
Gruson, B., Barnes, F., & European Association for Computer-Assisted
Language Learning (EUROCALL) (United, K. (2012). What is the impact
of video conferencing on the teaching and learning of a foreign language
in primary education?. European Association For Computer-Assisted
Language Learning (EUROCALL),
By putting students in a position to communicate with distant
native speakers, it will enable them to improve oral and
sociocultural skills. Video Conferencing enhances mutual
understanding and develops specific skills both on student and
teachers side.
Lin, C., & Tseng, Y. (2012). Videos and animations for vocabulary
learning: A study on difficult words. Turkish Online Journal Of
Educational Technology - TOJET, 11(4), 346-355.
This study investigated whether videos, compared with pictures,
better assist English learners to learn difficult words. The results
revealed significant differences. The video group outperformed the
other two groups.






II. Educational Technology and Learning English as a Second Language
Rahman, M., & Panda, S. (2012). Teaching english through open non-
formal education (ONFE) in Bangladesh with an Effective Integration of
ICT to Support Learning. Turkish Online Journal Of Distance Education,
13(3), 87-96.
Survey research found that women are interested in learning by
mobile. Students would access short (2-3 minute) audio lessons
through a couple voice call by calling a four digit short code. The
study concluded initiatives have been very timely because it
supports the countries contemporary demand for both English
teaching and digital learning by the government.
Istifci, I., Lomidazde, T., & Demiray, U. (2011). An effective role of e-
learning technology for english language teaching by using meta
communication actors. Turkish Online Journal Of Distance Education,
12(4), 201-211.
Curriculum develops and course book writers of English may
revise their materials according to recent developments in
technology, learners needs and meta communicational elements
in using English. They should include instances of authentic
language use by different learners of English whether they use
English as ES, EFL or ELF.
Yang, Y. C., & Wu, W. I. (2012). Digital storytelling for enhancing student
academic achievement, critical thinking, and learning motivation: A year-
long experimental study. Computers & Education, 59(2), 339-352.
The purpose of this study was to explore the impact of Digital
Storytelling (DST) on the academic achievement, critical thinking,
and learning motivation of senior high school students learning
English as a foreign language. The findings indicate that DST
participants performed significantly better than lecture type
participants in terms of English achievement, critical thinking, and
learning motivation.
Yang, Y., Chuang, Y., Li, L., & Tseng, S. (2013). A blended learning
environment for individualized english listening and speaking integrating
critical thinking. Computers & Education, 63285-305.
This study examined the effectiveness of integrating Critical
Thinking into individualized English and Speaking instruction into
Moodle, a virtual learning environment. Results showed that
learners participating in the treatment significantly improved in
terms of English listening and speaking.
Kabilan, M., Ahmad, N., & Abidin, M. (2010). Facebook: An online
environment for Learning of english in institutions of higher education?.
Internet And Higher Education, 13(4), 179-187.
The purpose of this study is to investigate if university students
consider Facebook as a useful and meaningful learning
environment that could support, enhance and/or strengthen their
learning of the English language. It was found that the students
believed Facebook could be utilized as an online environment to
facilitate the learning of English.

III. Student Attitudes about using Web 2.0 Technology in Learning
English
Tilfarlioglu, F. (2011). An international dimension of the student's
attitudes towards the use of english in web 2.0 technology. Turkish Online
Journal Of Educational Technology - TOJET, 10(3), 63-68.
Students attitudes were revealed and recommendations were
developed for language teachers and educators. It has been found
that Web 2.0 technologies serve as a good learning tool in which
the learners find the opportunity to practice in a real life
atmosphere.