Research Article
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Year 2023, Volume: 6 Issue: 4 - ICETOL 2023 Special Issue, 1027 - 1043, 31.12.2023

Ayşe Merzifonluoğlu

https://doi.org/10.31681/jetol.1343391

Abstract

References

  • Abdullaev, Z. K. (2021). Second language learning. Mental Enlightenment Scientific-Methodological Journal, 2021(06), 1-11.
  • Agung, A. S. N., Surtikanti, M. W., & Quinones, C. A. (2020). Students’ perception of online learning during COVID-19 pandemic: A case study on the English students of STKIP Pamane Talino. SOSHUM: Jurnal Sosial Dan Humaniora, 10(2), 225-235.
  • Ajisoko, P. (2020). The use of Duolingo apps to improve English vocabulary learning. International Journal of Emerging Technologies in Learning (IJET), 15(7), 149-155.
  • Akkara, S., Anumula, V., & Mallampalli, M. (2020). Impact of Whatsapp interaction on improving L2 speaking skills. International Journal of Emerging Technologies in Learning (IJET), 15(3), 250-259.
  • Alhuwaydi, A. A. (2022). A Review on vocabulary learning-designed MALL applications in the EFL context. Theory and Practice in Language Studies, 12(10), 2191-2200.
  • Alt, D. (2023). Who benefits from digital badges? Motivational precursors of digital badge usages in higher education. Current Psychology, 42(8), 6629-6640.
  • Altug, S. A., & Onal, A. (2022). Using VoScreen to enhance English language vocabulary learning. I--Manager's Journal on English Language Teaching, 12(1), 25-38.
  • Anak Yunus, C. C., & Hua, T. K. (2021). Exploring a gamified learning tool in the ESL classroom: The case of Quizizz. Journal of Education and e-Learning Research, 8(1), 103-108.
  • Arsyad, S., & Villia, A. S. (2022). Exploring the effect of digital literacy skill and learning style of students on their meta-cognitive strategies in listening. International Journal of Instruction, 15(1), 527-546.
  • Beatty, K. (2013). Teaching & researching: Computer-assisted language learning. Routledge.
  • Bedenlier, S., Bond, M., Buntins, K., Zawacki-Richter, O., & Kerres, M. (2020). Facilitating student engagement through educational technology in higher education: A systematic review in the field of arts and humanities. Australasian Journal of Educational Technology, 36(4), 126-150.
  • Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020). Mapping research in student engagement and educational technology in higher education: A systematic evidence map. International Journal of Educational Technology in Higher Education, 17(1), 1-30.
  • Burston, J. & Giannakou, K. (2022). MALL language learning outcomes: A comprehensive meta-analysis 1994–2019. ReCALL, 34(2), 147–168.
  • Buyukozturk, S. (2011). Sosyal bilimler icin veri analizi el kitabi. Ankara: Pegem Akademi Yayincilik.
  • Cakmak, F. (2019). Mobile learning and mobile assisted language learning in focus. Language and Technology, 1(1), 30-48.
  • Carrión, C. R. N., Astudillo, N. C. L., Báez, E. C. C., & Maiguashca, J. A. (2021). Análisis empírico sobre el rendimiento académico de los estudiantes en la asignatura de inglés con el uso de Voscreen. Revista EDUCARE-UPEL-IPB-Segunda Nueva Etapa 2.0, 25(1), 240-258.
  • Celik, B. (2022). Evaluation of VoScreen application used in self-regulation in English language learning according to user opinions. Canadian Journal of Language and Literature Studies, 2(4), 13-22.
  • Chen, Z., Chen, W., Jia, J., & An, H. (2020). The effects of using mobile devices on language learning: A meta-analysis. Educational Technology Research and Development, 68(4), 1769–1789.
  • Chen, C. H., Shih, C. C., & Law, V. (2020). The effects of competition in digital game-based learning (DGBL): a meta-analysis. Educational Technology Research and Development, 68, 1855-1873.
  • Creswell, J. W. (2004). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. New York: Pearson.
  • Degirmenci, R. (2021). The use of Quizizz in language learning and teaching from the teachers' and students’ perspectives: A literature review. Language Education and Technology, 1(1), 1-11.
  • Efriana, L. (2021). Problems of online learning during Covid-19 pandemic in EFL classroom and the solution. JELITA, 2(1), 38-47.
  • Ekinci, E. (2020). Mobile assisted language learning (MALL) As a foreign language aid: A literature review. Pearson Journal of Social Sciences & Humanities, 5(9), 152-166.
  • Erarslan, A. (2019). Instagram as an education platform for EFL learners. Turkish Online Journal of Educational Technology-TOJET, 18(3), 54-69.
  • Fitria, T. N. (2021). Grammarly as AI-powered English writing assistant: Students’ alternative for writing English. Metathesis: Journal of English Language, Literature, and Teaching, 5(1), 65-78.
  • Gael, K. E., & Elmiana, D. S. (2021). Mobile-assisted language learning (MALL) in English language acquisition: A critical literature review. Journal of English Language Teaching Innovations and Materials (Jeltim), 3(2), 76-86.
  • Gamlo, N. (2019). The impact of mobile game-based language learning apps on EFL learners' motivation. English Language Teaching, 12(4), 49-56.
  • Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7-23.
  • Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: A review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1), 70-105.
  • Gonulal, T. (2019). The use of Instagram as a mobile-assisted language learning tool. Contemporary Educational Technology, 10(3), 309-323.
  • Granić, A., & Marangunić, N. (2019). Technology acceptance model in educational context: A systematic literature review. British Journal of Educational Technology, 50(5), 2572-2593.
  • Gurbuz, S., & Sahin, F. (2014). Sosyal bilimlerde arastirma yontemleri. Ankara: Seckin Yayincilik.
  • Hadi, M. S. (2020). Mobile-assisted language learning (MALL) in EFL listening: An Indonesian Perspective. International Journal of Advanced Science and Technology, 29(7), 3838-3845.
  • Hamad, W. (2023). Students’ experiences of learning in virtual classrooms facilitated by Google Classroom. Journal of Educational Technology and Online Learning, 6(2), 362-383.
  • Hava, K. (2021). Exploring the role of digital storytelling in student motivation and satisfaction in EFL education. Computer Assisted Language Learning, 34(7), 958-978.
  • Hoi, V. N., & Mu, G. M. (2021). Perceived teacher support and students’ acceptance of mobile‐assisted language learning: Evidence from Vietnamese higher education context. British Journal of Educational Technology, 52(2), 879-898.
  • Inan Karagul, B., Seker, M., & Aykut, C. (2021). Investigating students’ digital literacy levels during online education due to COVID-19 pandemic. Sustainability, 13(21), 11878.
  • Islam, A. S., & Hasan, M. (2020). The effectiveness of mobile assisted language learning (MALL) on ESL listening skill. NOBEL: Journal of Literature and Language Teaching, 11(2), 188-202.
  • Joseph, M. A., Natarajan, J., Buckingham, J., & Al Noumani, M. (2021). Using digital badges to enhance nursing students’ attendance and motivation. Nurse Education in Practice, 52, 103033.
  • Karakaya, K., & Bozkurt, A. (2022). Mobile-assisted language learning (MALL) research trends and patterns through bibliometric analysis: Empowering language learners through ubiquitous educational technologies. System, 110, 102925.
  • Kassaie, L., Shairi, H. R., & Gashmardi, M. R. (2021). Integrating MALL into the classroom: The cultural and‎ pedagogical impact of authentic podcasts on FFL learners’‎ listening and speaking skills. International Journal of Society, Culture & Language, 9(1), 69-85.
  • Kessler, M., Loewen, S., & Gonulal, T. (2023). Mobile-assisted language learning with Babbel and Duolingo: comparing L2 learning gains and user experience. Computer Assisted Language Learning, 1-25.
  • Kholis, A. (2021). Elsa speak app: automatic speech recognition (ASR) for supplementing English pronunciation skills. Pedagogy: Journal of English Language Teaching, 9(1), 1-14.
  • Klimova, B. (2019). Impact of mobile learning on students’ achievement results. Education Sciences, 9(2), 90-98.
  • Levy, M. (1997) Computer-assisted language learning: Context and conceptualization. USA: Oxford University Press.
  • Li, P., & Lan, Y. J. (2022). Digital language learning (DLL): Insights from behavior, cognition, and the brain. Bilingualism: Language and Cognition, 25(3), 361-378.
  • Lin, J. J., & Lin, H. (2019). Mobile-assisted ESL/EFL vocabulary learning: A systematic review and meta-analysis. Computer Assisted Language Learning, 32(8), 878-919.
  • Loewen, S., Crowther, D., Isbell, D. R., Kim, K. M., Maloney, J., Miller, Z. F., & Rawal, H. (2019). Mobile-assisted language learning: A Duolingo case study. ReCALL, 31(3), 293-311.
  • Lu, A., Deng, R., Huang, Y., Song, T., Shen, Y., Fan, Z., & Zhang, J. (2022). The roles of mobile app perceived usefulness and perceived ease of use in app-based Chinese and English learning flow and satisfaction. Education and Information Technologies, 27(7), 10349-10370.
  • Lukas, B. A., & Yunus, M. M. (2021). ESL teachers' challenges in implementing E-learning during COVID-19. International Journal of Learning, Teaching and Educational Research, 20(2), 330-348.
  • Lutfi, N. (2020). The Integration of MALL to enhance students speaking skill: An autonomous learning model. Journal of Foreign Language Teaching and Learning, 5(1), 1-19.
  • Maican, M. A., & Cocoradă, E. (2021). Online foreign language learning in higher education and its correlates during the COVID-19 pandemic. Sustainability, 13(2), 781.
  • Metruk, R. (2020). Confronting the challenges of MALL: Distraction, cheating, and teacher readiness. International Journal of Emerging Technologies in Learning (iJET), 15(2), 4-14.
  • Murray, L., Giralt, M., & Benini, S. (2020). Extending digital literacies: Proposing an agentive literacy to tackle the problems of distractive technologies in language learning. ReCALL, 32(3), 250-271.
  • Ozmen, H., & Karamustafaoglu, O. (2019). Egitimde arastirma yontemleri. Ankara: Pegem Akademi, 2.
  • Paris, T. N. S. T., Manap, N. A., Abas, H., & Ling, L. M. (2021). Mobile-assisted language learning (MALL) in language learning. Journal of ASIAN Behavioural Studies, 6(19), 61-73.
  • Qi, X. U. (2020). Applying MALL to an EFL listening and speaking course: An action research approach. Turkish Online Journal of Educational Technology-TOJET, 19(4), 24-34.
  • Rahmania, A. H., & Mandasari, B. (2021). Students’ perceptions towards the use of Joox application to improve students’ pronunciation. Journal of English Language Teaching and Learning, 2(1), 39-44.
  • Rajendran, T., & Yunus, M. M. (2021). A systematic literature review on the use of mobile-assisted language Learning (MALL) for enhancing speaking skills among ESL and EFL learners. International Journal of Academic Research in Progressive Education and Development, 10(1), 586-609.
  • Raygan, A., & Moradkhani, S. (2022). Factors influencing technology integration in an EFL context: investigating EFL teachers’ attitudes, TPACK level, and educational climate. Computer Assisted Language Learning, 35(8), 1789-1810.
  • Repetto, C., Di Natale, A. F., Villani, D., Triberti, S., Germagnoli, S., & Riva, G. (2023). The use of immersive 360 videos for foreign language learning: A study on usage and efficacy among high-school students. Interactive Learning Environments, 31(4), 1906-1921.
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Promoting listening skills with an educational tool: VoScreen

Year 2023, Volume: 6 Issue: 4 - ICETOL 2023 Special Issue, 1027 - 1043, 31.12.2023

Ayşe Merzifonluoğlu

https://doi.org/10.31681/jetol.1343391

Abstract

In the modern digital age, educational technologies have become valuable resources that effectively support language learning and facilitate the development of various language skills. Among these skills, listening proficiency is of paramount importance as it is indispensable for effective communication and comprehension. With the increasing popularity of communicative approaches, the integration of educational technologies into language instruction has gained momentum due to their ability to provide learners with authentic listening experiences, exposure to diverse accents, and targeted practice opportunities. Considering the potential advantages of these technologies, the present study explores the efficacy of VoScreen in enhancing listening skills at the tertiary level. The study included 45 EFL learners at the tertiary level. Quantitative data were gathered through a pretest and a posttest while qualitative data were obtained through an evaluation and suggestion form. The findings revealed a statistically significant difference in learners' pretest and posttest listening scores. Moreover, learners' evaluations highlighted the contribution of VoScreen to their success in the target skill and other sub-skills. This study sheds light on the promising potential of educational technologies for enhancing learners' listening abilities.

Keywords

Mobile-assisted language learning (MALL) Educational technologies VoScreen Listening skills

References

  • Abdullaev, Z. K. (2021). Second language learning. Mental Enlightenment Scientific-Methodological Journal, 2021(06), 1-11.
  • Agung, A. S. N., Surtikanti, M. W., & Quinones, C. A. (2020). Students’ perception of online learning during COVID-19 pandemic: A case study on the English students of STKIP Pamane Talino. SOSHUM: Jurnal Sosial Dan Humaniora, 10(2), 225-235.
  • Ajisoko, P. (2020). The use of Duolingo apps to improve English vocabulary learning. International Journal of Emerging Technologies in Learning (IJET), 15(7), 149-155.
  • Akkara, S., Anumula, V., & Mallampalli, M. (2020). Impact of Whatsapp interaction on improving L2 speaking skills. International Journal of Emerging Technologies in Learning (IJET), 15(3), 250-259.
  • Alhuwaydi, A. A. (2022). A Review on vocabulary learning-designed MALL applications in the EFL context. Theory and Practice in Language Studies, 12(10), 2191-2200.
  • Alt, D. (2023). Who benefits from digital badges? Motivational precursors of digital badge usages in higher education. Current Psychology, 42(8), 6629-6640.
  • Altug, S. A., & Onal, A. (2022). Using VoScreen to enhance English language vocabulary learning. I--Manager's Journal on English Language Teaching, 12(1), 25-38.
  • Anak Yunus, C. C., & Hua, T. K. (2021). Exploring a gamified learning tool in the ESL classroom: The case of Quizizz. Journal of Education and e-Learning Research, 8(1), 103-108.
  • Arsyad, S., & Villia, A. S. (2022). Exploring the effect of digital literacy skill and learning style of students on their meta-cognitive strategies in listening. International Journal of Instruction, 15(1), 527-546.
  • Beatty, K. (2013). Teaching & researching: Computer-assisted language learning. Routledge.
  • Bedenlier, S., Bond, M., Buntins, K., Zawacki-Richter, O., & Kerres, M. (2020). Facilitating student engagement through educational technology in higher education: A systematic review in the field of arts and humanities. Australasian Journal of Educational Technology, 36(4), 126-150.
  • Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020). Mapping research in student engagement and educational technology in higher education: A systematic evidence map. International Journal of Educational Technology in Higher Education, 17(1), 1-30.
  • Burston, J. & Giannakou, K. (2022). MALL language learning outcomes: A comprehensive meta-analysis 1994–2019. ReCALL, 34(2), 147–168.
  • Buyukozturk, S. (2011). Sosyal bilimler icin veri analizi el kitabi. Ankara: Pegem Akademi Yayincilik.
  • Cakmak, F. (2019). Mobile learning and mobile assisted language learning in focus. Language and Technology, 1(1), 30-48.
  • Carrión, C. R. N., Astudillo, N. C. L., Báez, E. C. C., & Maiguashca, J. A. (2021). Análisis empírico sobre el rendimiento académico de los estudiantes en la asignatura de inglés con el uso de Voscreen. Revista EDUCARE-UPEL-IPB-Segunda Nueva Etapa 2.0, 25(1), 240-258.
  • Celik, B. (2022). Evaluation of VoScreen application used in self-regulation in English language learning according to user opinions. Canadian Journal of Language and Literature Studies, 2(4), 13-22.
  • Chen, Z., Chen, W., Jia, J., & An, H. (2020). The effects of using mobile devices on language learning: A meta-analysis. Educational Technology Research and Development, 68(4), 1769–1789.
  • Chen, C. H., Shih, C. C., & Law, V. (2020). The effects of competition in digital game-based learning (DGBL): a meta-analysis. Educational Technology Research and Development, 68, 1855-1873.
  • Creswell, J. W. (2004). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. New York: Pearson.
  • Degirmenci, R. (2021). The use of Quizizz in language learning and teaching from the teachers' and students’ perspectives: A literature review. Language Education and Technology, 1(1), 1-11.
  • Efriana, L. (2021). Problems of online learning during Covid-19 pandemic in EFL classroom and the solution. JELITA, 2(1), 38-47.
  • Ekinci, E. (2020). Mobile assisted language learning (MALL) As a foreign language aid: A literature review. Pearson Journal of Social Sciences & Humanities, 5(9), 152-166.
  • Erarslan, A. (2019). Instagram as an education platform for EFL learners. Turkish Online Journal of Educational Technology-TOJET, 18(3), 54-69.
  • Fitria, T. N. (2021). Grammarly as AI-powered English writing assistant: Students’ alternative for writing English. Metathesis: Journal of English Language, Literature, and Teaching, 5(1), 65-78.
  • Gael, K. E., & Elmiana, D. S. (2021). Mobile-assisted language learning (MALL) in English language acquisition: A critical literature review. Journal of English Language Teaching Innovations and Materials (Jeltim), 3(2), 76-86.
  • Gamlo, N. (2019). The impact of mobile game-based language learning apps on EFL learners' motivation. English Language Teaching, 12(4), 49-56.
  • Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7-23.
  • Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: A review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1), 70-105.
  • Gonulal, T. (2019). The use of Instagram as a mobile-assisted language learning tool. Contemporary Educational Technology, 10(3), 309-323.
  • Granić, A., & Marangunić, N. (2019). Technology acceptance model in educational context: A systematic literature review. British Journal of Educational Technology, 50(5), 2572-2593.
  • Gurbuz, S., & Sahin, F. (2014). Sosyal bilimlerde arastirma yontemleri. Ankara: Seckin Yayincilik.
  • Hadi, M. S. (2020). Mobile-assisted language learning (MALL) in EFL listening: An Indonesian Perspective. International Journal of Advanced Science and Technology, 29(7), 3838-3845.
  • Hamad, W. (2023). Students’ experiences of learning in virtual classrooms facilitated by Google Classroom. Journal of Educational Technology and Online Learning, 6(2), 362-383.
  • Hava, K. (2021). Exploring the role of digital storytelling in student motivation and satisfaction in EFL education. Computer Assisted Language Learning, 34(7), 958-978.
  • Hoi, V. N., & Mu, G. M. (2021). Perceived teacher support and students’ acceptance of mobile‐assisted language learning: Evidence from Vietnamese higher education context. British Journal of Educational Technology, 52(2), 879-898.
  • Inan Karagul, B., Seker, M., & Aykut, C. (2021). Investigating students’ digital literacy levels during online education due to COVID-19 pandemic. Sustainability, 13(21), 11878.
  • Islam, A. S., & Hasan, M. (2020). The effectiveness of mobile assisted language learning (MALL) on ESL listening skill. NOBEL: Journal of Literature and Language Teaching, 11(2), 188-202.
  • Joseph, M. A., Natarajan, J., Buckingham, J., & Al Noumani, M. (2021). Using digital badges to enhance nursing students’ attendance and motivation. Nurse Education in Practice, 52, 103033.
  • Karakaya, K., & Bozkurt, A. (2022). Mobile-assisted language learning (MALL) research trends and patterns through bibliometric analysis: Empowering language learners through ubiquitous educational technologies. System, 110, 102925.
  • Kassaie, L., Shairi, H. R., & Gashmardi, M. R. (2021). Integrating MALL into the classroom: The cultural and‎ pedagogical impact of authentic podcasts on FFL learners’‎ listening and speaking skills. International Journal of Society, Culture & Language, 9(1), 69-85.
  • Kessler, M., Loewen, S., & Gonulal, T. (2023). Mobile-assisted language learning with Babbel and Duolingo: comparing L2 learning gains and user experience. Computer Assisted Language Learning, 1-25.
  • Kholis, A. (2021). Elsa speak app: automatic speech recognition (ASR) for supplementing English pronunciation skills. Pedagogy: Journal of English Language Teaching, 9(1), 1-14.
  • Klimova, B. (2019). Impact of mobile learning on students’ achievement results. Education Sciences, 9(2), 90-98.
  • Levy, M. (1997) Computer-assisted language learning: Context and conceptualization. USA: Oxford University Press.
  • Li, P., & Lan, Y. J. (2022). Digital language learning (DLL): Insights from behavior, cognition, and the brain. Bilingualism: Language and Cognition, 25(3), 361-378.
  • Lin, J. J., & Lin, H. (2019). Mobile-assisted ESL/EFL vocabulary learning: A systematic review and meta-analysis. Computer Assisted Language Learning, 32(8), 878-919.
  • Loewen, S., Crowther, D., Isbell, D. R., Kim, K. M., Maloney, J., Miller, Z. F., & Rawal, H. (2019). Mobile-assisted language learning: A Duolingo case study. ReCALL, 31(3), 293-311.
  • Lu, A., Deng, R., Huang, Y., Song, T., Shen, Y., Fan, Z., & Zhang, J. (2022). The roles of mobile app perceived usefulness and perceived ease of use in app-based Chinese and English learning flow and satisfaction. Education and Information Technologies, 27(7), 10349-10370.
  • Lukas, B. A., & Yunus, M. M. (2021). ESL teachers' challenges in implementing E-learning during COVID-19. International Journal of Learning, Teaching and Educational Research, 20(2), 330-348.
  • Lutfi, N. (2020). The Integration of MALL to enhance students speaking skill: An autonomous learning model. Journal of Foreign Language Teaching and Learning, 5(1), 1-19.
  • Maican, M. A., & Cocoradă, E. (2021). Online foreign language learning in higher education and its correlates during the COVID-19 pandemic. Sustainability, 13(2), 781.
  • Metruk, R. (2020). Confronting the challenges of MALL: Distraction, cheating, and teacher readiness. International Journal of Emerging Technologies in Learning (iJET), 15(2), 4-14.
  • Murray, L., Giralt, M., & Benini, S. (2020). Extending digital literacies: Proposing an agentive literacy to tackle the problems of distractive technologies in language learning. ReCALL, 32(3), 250-271.
  • Ozmen, H., & Karamustafaoglu, O. (2019). Egitimde arastirma yontemleri. Ankara: Pegem Akademi, 2.
  • Paris, T. N. S. T., Manap, N. A., Abas, H., & Ling, L. M. (2021). Mobile-assisted language learning (MALL) in language learning. Journal of ASIAN Behavioural Studies, 6(19), 61-73.
  • Qi, X. U. (2020). Applying MALL to an EFL listening and speaking course: An action research approach. Turkish Online Journal of Educational Technology-TOJET, 19(4), 24-34.
  • Rahmania, A. H., & Mandasari, B. (2021). Students’ perceptions towards the use of Joox application to improve students’ pronunciation. Journal of English Language Teaching and Learning, 2(1), 39-44.
  • Rajendran, T., & Yunus, M. M. (2021). A systematic literature review on the use of mobile-assisted language Learning (MALL) for enhancing speaking skills among ESL and EFL learners. International Journal of Academic Research in Progressive Education and Development, 10(1), 586-609.
  • Raygan, A., & Moradkhani, S. (2022). Factors influencing technology integration in an EFL context: investigating EFL teachers’ attitudes, TPACK level, and educational climate. Computer Assisted Language Learning, 35(8), 1789-1810.
  • Repetto, C., Di Natale, A. F., Villani, D., Triberti, S., Germagnoli, S., & Riva, G. (2023). The use of immersive 360 videos for foreign language learning: A study on usage and efficacy among high-school students. Interactive Learning Environments, 31(4), 1906-1921.
  • Sari, F. M. (2020). Exploring English learners’ engagement and their roles in the online language course. Journal of English Language Teaching and Linguistics, 5(3), 349-361.
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There are 78 citations in total.

Details

Primary Language English
Subjects Educational Technology and Computing
Journal Section Articles
Authors

Ayşe Merzifonluoğlu 0000-0002-6296-103X

Publication Date December 31, 2023
Published in Issue Year 2023 Volume: 6 Issue: 4 - ICETOL 2023 Special Issue

Cite

APA Merzifonluoğlu, A. (2023). Promoting listening skills with an educational tool: VoScreen. Journal of Educational Technology and Online Learning, 6(4), 1027-1043. https://doi.org/10.31681/jetol.1343391
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