MALL‐based collaborative writing in second language classroom: A systematic review

The Current State and Future Possibilities of Mobile Phone “Voice Analyser” Applications, in Relation to Otorhinolaryngology

Aim/Purpose: In this study, the authors examine how an online word processing tool can be used to encourage participation among students of different language back-grounds, including English Language Learners. To be exact, the paper discusses whether student participation in anonymous collaborative writing via Google Docs can lead to more successful products in a linguistically diverse eighth-grade English Language Arts classroom. Background: English Language Learners (ELLs) make up a considerable portion of elementary and secondary public school students, as language and ethnic diversity has become the norm in the United States. The research literature finds that ELLs are statistically behind their monolingual peers on such key language and academic development indicators as writing. Educators and researchers then turn to collaborative writing with the assistance of online technology. Although it is shown in literature to be a worthwhile endeavor for students of all ages and ability levels, no studies have investigated the differences it makes, namely, in comparison to traditional face-to-face collaboration in the classroom, and to anonymous online collaboration in the virtual space. Methodology: Through face-to-face, online, and anonymous writing activities, a rubric, and a survey, this quantitative study asks if anonymous collaborative writing, com-pared to other modalities, equalizes participation among students of varying language fluencies, and if anonymous collaborative writing, compared to other modalities, affect student comfort levels. Contribution: This builds on research of online collaborative writing tools and suggests that using such tools (Google Docs in particular) is beneficial, especially for students who are building their language abilities. The study further reveals varied degree of success and student comfort level in participating writing tasks in three modalities. Findings: We ascertain that students of varying language fluencies participated more equally when they were able to remain anonymous. Face-to-face writing exhibited the highest overall scores, and students enjoyed working on Google Docs. Recommendations for Practitioners: Future and current teachers are encouraged to be open to new technologies and be creative in the use of technology to facilitate student learning. They should have the opportunity to participate in the discussion on how, not if, integrating technology impacts the cognitive, social, and cultural dimensions of teaching. Recommendation for Researchers: After this initial quantitative study on students’ reactions to various modalities of technology-supported writing formats, the next questions to ask may be how students were engaging in dialogues during face-to-face sessions or chat features of Google Docs trials, and what types of edits students are making. Researchers should turn their focus on secondary school classrooms where there is an increasing impact of technology-assisted collaborative writing on student learning and teaching pedagogy. Impact on Society: As online technology has become an integral part of daily life, it is beneficial to educators, policy makers, and classroom teachers to understand how technology can be integrated in writing programs and to what extent the integration can help boost student motivation and participation. Future Research: More longitudinal research on online assisted collaborative writing and addi-tional quantitative data are needed to further understand the complexities of the writing process in-group online writing and the nature of collaboration.

This paper offers a Burkean framework for study of collaborative business writing. It begins with a review of the research and scholarship on collaborative writing by com position and by business and technical communication specialists. Then it explains a Burkean framework that identifies key areas for future investigation and provides categories for conducting research. Finally, it argues for a research agenda that em phasizes qualitative studies first, to be followed by quantitative research.

BackgroundTo investigate the feasibility, the ease of implementation, and the extent to which community health workers with little experience of data collection could be trained and successfully supervised to collect data using mobile phones in a large baseline surveyMethodsA web-based system was developed to allow electronic surveys or questionnaires to be designed on a word processor, sent to, and conducted on standard entry level mobile phones.ResultsThe web-based interface permitted comprehensive daily real-time supervision of CHW performance, with no data loss. The system permitted the early detection of data fabrication in combination with real-time quality control and data collector supervision.ConclusionsThe benefits of mobile technology, combined with the improvement that mobile phones offer over PDA's in terms of data loss and uploading difficulties, make mobile phones a feasible method of data collection that needs to be further explored.

The relationship between collaboration processes, task strategies and the use of the tools and resources that the computer environment offers, may be crucial for the effects of computer supported collaborative learning. We are interested to find out how, within a computer environment, students collaborate, how they use the different tools we offer and how this influences the quality of the final product. A custom-made computer-supported environment (TC3) was implemented that enables pairs of high school students to collaborate in writing an argumentative essay. The essay had to be convincing and based on authentic information sources. TC3, a groupware program, offers the students as task related and communicative tools: a shared text editor, a chat facility, access to relevent sources of information and a private notepad. Furthermore, some facilities or tools were offered that might promote collaboration on the task: access to the chat history, adaptability of the display layout, marking and searching in information sources and counting the number of words in the shared text. From our analyses we may conclude that the tools and resources the students use during collaborative writing seem to reflect the writing strategies they adhere to and that the use of these tools and resources in the different phases of the collaborative writing process is related to the argumentative quality of the final product. Future research will focus on the effects of a adding tools for text planning and linearization to the TC3 environment on the coordination processes of collaborative writing.

This chapter discusses the prospects of online collaborative writing on wikis, asynchronous web tools, from Bangladeshi EFL learners’ perspectives. The participants in the study included 17 first-semester undergraduate students majoring in English at a public university. Data collected from questionnaires, post-questionnaire discussion and class wiki archives of self/peer writing, edits and feedback reveal students’ consistently growing interest in wiki-based writing. The students emphasised its multiple yet easily connected pages with online word processing affordances for writing and editing recursively, thus, visibly improving their writing skills. However, their online collaboration was challenged by internet cost, connectivity, mobile technology, wiki screen, peer communication gaps and gender impacts. This study has implications for teachers aiming to implement online learner collaboration both during the COVID-19 pandemic situation and afterwards when onsite classes resume in the future. The study also suggests concerned authorities including the government for ensuring easy and cost-effective access to web-based collaboration.

ObjectiveMedication non-adherence is linked to adverse clinical outcomes (i.e. rehospitalization, mortality) among patients with coronary heart disease. Given its global adoption and growing popularity among older adults, mobile technology may be an effective strategy to improve medication adherence. The aim of this article is to present the perceptions, attitudes, and beliefs of individuals with coronary heart disease about using text messaging and mobile phone applications for medication adherence.MethodsWe recruited 28 participants (veterans and non-veterans) with a history of coronary heart disease and antiplatelet medication use in Northern California. We formed six focus groups of individuals who participated in three sessions (total 18 sessions). We analyzed our data using grounded theory.ResultsThe median age was 69.5 ± 10.8 years for non-veterans (50% male) and 70 ± 8.6 years for veterans (100% male). In the first session, we found that participants perceived text message reminders as a convenient, easy, and flexible tool to establish a routine for taking medications. In the second session, participants were eager to use applications for their greater interactivity, individualized health monitoring, and personalized medication information. The third session, participants shared preferred features (i.e. drug interactions, tracking symptoms) after using two applications at home for 2 weeks.ConclusionsOlder adults are engaged and can be proficient mobile technology users. Text messaging and mobile phone applications are perceived as helpful tools for medication adherence. Future research should include rigorous clinical trials to test the efficacy of mobile health technology to promote medication adherence in populations that require strict medication adherence.

<p>Translation and language teaching techniques which take language learners’ first language (L1) as point of reference for teaching the second language (L2) have been long discouraged on the ground that these teaching techniques would end in the fossilization of L2 structure forms in the learner’s Interlanguage system. However, in recent years, the status of L1 use in L2 teaching and learning has revived as a result of the recognition that L1 can serve purposes in L2 teaching and learning (Hunt, 2012). In the last two decades, strong theoretical arguments have been posed for L1 use in language classrooms. Most of these arguments are based on the ground that L1 use can facilitate the processes of both L2 teaching and acquisition. Abundant research has been done in recent years to validate these theoretical arguments. The current paper would give a review of this research, with reference to three L1-based techniques for language teaching and learning that have appealed most to L2 researchers (i.e., translation, code switching<strong>, </strong>and L1 glossing). The conclusion drawn from this research is that language learners can benefit L1 use and L1-based techniques in their L2 acquisition. Further, along with the theoretical arguments and empirical evidence in defense of L1 use in language classrooms, L2 learners and teachers have begun to express more positive attitudes towards L1 use, and related techniques, in their own classrooms. Yet, there remain some challenges and obstacles for L1 use in language use. Suggestions are made as to how to address these challenges so that L2 pedagogy and use would benefit most from L1 use in language classrooms.</p>

Peer collaboration is an essential part of learning in mixed‐age (M‐A) classrooms, and the same applies to writing and learning grammar in the secondary school curriculum. Although a growing body of research has shown language learning benefits of collaborative writing (CW), only very few have been conducted with secondary school students. Studies into the role and impact of age grouping in foreign language (FL) learning are scarce. To fill these gaps, this study explored to what extent and how collaborative writing aids individual students’ learning of reported speech as assessed by a practice test one week later. The participants were 12‐ to 15‐year‐old students ( N = 28) of English as a foreign language (EFL). The analysis of audio recordings of students’ interactions and their written use of reported speech (RS) has shown that the learning benefits gained for the younger and the older learners remain limited. The pedagogical implications of these findings are discussed.

This systematic review provides a chronological overview of how mhealth research has evolved with changes in mobile technologies. The review involved a PubMed search complemented by manual searching of all...

A systematic review of literature regarding the factors that hinders or challenges preschool teachers’ use of the English language in formal preschool classrooms was undertaken initially in order to summarize the findings of research between 1991 and 2016. Research suggested that various important teacher and context level barriers were barriers. Large number of literature reported preschools teachers’ lack of confidence in using the language as the prevalent barrier, followed by lower than expected proficiency level. The literature alluded to an association between these two teacher barriers. Other teacher context included inability to differentiate instruction to meet the needs of all learners when English was solely used, deficient attitudes and beliefs about the importance of the language thus creating an inherent resistance to use the language in the classroom, and stress related workplace due to overzealous administrators. Context level barriers included time constraints, classroom environment (example, lack of access to resources, large classroom sizes, and lack of parental encouragement towards the use of English), and lack of administrative support.

The Typological Primacy Model (TPM; Rothman, 2011, 2013, 2015) proposes that transfer in the initial stages of L3 acquisition will come from the most structurally similar background language, regardless of the order and context of previous language acquisition. However, research on L3 Brazilian Portuguese acquisition by Spanish speaking bilinguals has hinted at differences in transfer based on order and context of acquisition (Carvalho & da Silva, 2006; Johnson, 2004). Consequently, the present study measures three groups of Spanish/English bilinguals’ knowledge of mood in non-obligatory contexts in Spanish and subsequently in Portuguese. Results suggest that participants transfer from Spanish, although there are significant differences in their knowledge of mood distinctions and in the transfer of that knowledge to L3 Portuguese.

Mobile technologies are evident in all sectors, and this is also a reality in tourism. Tourists are increasingly using their smartphones for different functions and purposes, from planning trips to browsing destinations. Mobile technology is also an ally in outdoor activities. Thus, this study sought to understand, through a systematic review, how mobile technologies are being approached in outdoor tourism literature. The analysis was conducted with twenty-four articles indexed in the Web of Science and published in the last five years (2018–2022). The first finding is the small number of specific articles on outdoor tourism, even when adding the terms nature-based or adventure tourism. The main reasons why outdoor tourists use mobile technology during their activities are communication, navigation, feeling safe, boredom relief, and taking photos Thus, there is a need for more research to better understand the benefits and risks of the use of mobile technology in outdoor activities and most of the analysed articles presented a quantitative approach.KeywordsApplicationsMobile technologiesOutdoor tourismSystematic review

In an increasingly digital era, mobile technology has become an integral part of our daily lives, permeating various aspects, including education. with their portable nature and wide range of functionalities, mobile devices offer new opportunities for learners to access information, collaborate with peers, and engage in interactive learning experiences. This article investigates university learners' experiences with mobile technology, as well as their perceived barriers to such experiences in the context of English language learning. The study employs a mixed-methods approach, comprising surveys and interviews to investigate students' practices and barriers related to using mobile technology for language learning. The quantitative stage involves a sample of 142 participants, while the qualitative stage focuses on a subset of 16 participants selected for representation and diversity. The findings show extensive reliance of students on their devices for on-campus and off-campus learning activities, including chatting with AI models, social networking, app-based learning, and watching course-related videos. Furthermore, several barriers pertaining to the device, the teacher, and the learner were identified as obstacles to the effective use of mobile technology for academic purposes. Overall, this study stresses the potential of mobile devices for language learning and offers valuable insights into how students use them. Language teachers and researchers can utilize these findings to maximize the benefits of mobile technology while mitigating its drawbacks.

Mobile technology is an integral part of today's modern world. In developed countries people use mobile technology (smartphones or tablets) every day. This fact is reflected in education where mobile technology has become a widely used digital tool. Much of the existing research has focused on the relationship between mobile technology and knowledge acquisition, specifically the effect mobile technology has on knowledge retention, students' imagination and motivation or the comprehensibility of the subject matter. Considering the scope of the existing studies, a question arises as to how mobile technology helps improve key competencies. Key competencies form the basis of modern education, and their development prepares the students for their professional and social life. Communicative competence is one of the main key competencies. The paper presents the design of a research project aimed at determining the effect of the targeted use of mobile technology on the development of students' communicative competence. The first part of the paper introduces the topic and provides theoretical background on key competencies and mobile technology in education. The next part of the paper focuses on the research outcomes. Research will be conducted through an educational experiment where the authors will be comparing the control and experimental group outputs. The control group will be developing its communicative competence through activities that have already been used in class. On the other hand, the experimental group will be using alternative methods where mobile technology plays a key role in developing communicative competence. In this paper the authors define the research questions, research objective and research hypotheses. It also focuses on the target group and the research time frame. Furthermore, the authors introduce the research tools that will be used to determine the level of students' communicative competence. The third chapter focuses on proposed activities for the control and experimental groups. In the final part of the paper, the authors introduce possible research risks and limitations, as well as future research possibilities.