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Case Studies, Second Language Learning, Second Language Instruction, English (Second Language), Preservice Teachers, Language Teachers, Masters Programs, Teacher Education Programs, Teaching Methods, Student Attitudes, Teaching Experience, Self Esteem, Computer Software, Computer Simulation, Distance Education, COVID-19, Pandemics, and Student Characteristics

This article reports on two case studies designed to investigate the use of Mursion, a mixed-reality simulation platform, in two language teacher preparation programs. The first case study involved eliciting the attitudes of MA in TESOL [Teaching English to Speakers of Other Languages] pre-service teachers (PSTs) toward the mixed-reality simulation environment, and the second explored how themes uncovered in the first study transpired as novice PSTs working towards foreign language teaching credentials taught in the simulation for the first time. The results of the two case studies showed that while PSTs with teaching experience argued that the simulations did not reflect the realities of real classrooms, PSTs with limited teaching experience found the simulations to be extremely valuable since they helped them develop much needed confidence.

Brain Hemisphere Functions, Neurosciences, Teaching Methods, Learning Theories, Academic Achievement, Comparative Analysis, Computer Software, Second Language Learning, Second Language Instruction, English (Second Language), Curriculum Development, Educational Change, Language Tests, Secondary School Students, Instructional Effectiveness, and Pretests Posttests

Learning is a lifelong process. Personal characteristics of learners and environmental conditions will increase efficiency by using the most appropriate teaching methods and techniques according to subject 's structure. With traditional teaching methods, it is not likely to realize aims suitable for equipment required by age. For these reasons, the curriculum updated emphasizes on approaches that centers on the students. In this research, Brain Based Learning Theory (BBL) is one of the approaches with students as the focus. The aim of the research is to determine the effect of English course taught according to BBL Theory on students' academic achievement. In this research, an experimental model of the pre- and posttest control group was conducted. The research sample is made up of forty-five (45) students that study in Bohsin Secondary School in Hatay province. Methods based on BBL Theory in the experiment class and traditional teaching methods in the control group were conducted. Computer packet program was used in analyzing data's reached in the research. Statistically independent samples t-tests and Covariance (ANCOVA) analysis was conducted. As a result of the research, English lessons teaching based on the BBL Theory (Experiment Class) as against traditional teaching methods (Control Class) significantly increased academic achievement. To spread new methods and approaches, it is suggested to increase the researches to be conducted in English teaching according to BBL Theory.

Foreign Countries, Mathematics Instruction, Teaching Methods, Student Attitudes, Computer Software, Educational Technology, Grade 7, Geometry, Algebra, Mathematical Concepts, Concept Formation, Computer Literacy, Cooperative Learning, and Turkey (Ankara)

Mathematics as a discipline requires abstract operations under many sub-learning areas is considered hard by students to learn. In this respect, it has become indispensable to make mathematics teaching processes fun and to structure teaching procedures by using different teaching methods, techniques or materials. In this context, the purpose of the study is to determine the teachers' views of 7th grade students about the use of geogebra on lines and angles. The case study approach and focus group interview method were used in the study. In this context, 14 students studying in the city of Ankara were taught within the framework of the activities on lines and angles and carried practice out. At the end of these practices, a focus group meeting was held with the students, and the data provided from these interviews were expressed with sample sentences. In this regard, 3 activities were developed by the researcher for each of the two different acquisitions under the sub-learning area relating to the teaching of lines and angles. According to the results of the research, it was concluded that geogebra makes mathematics learning processes fun and enjoyable, helps students in concretizing abstract concepts often found in mathematics, and that students with low computer literacy have hardship in applying geogebra activities.

Computer Assisted Instruction, Second Language Learning, Second Language Instruction, English (Second Language), Handheld Devices, Telecommunications, Online Courses, Computer Software, Intervention, Teaching Methods, Action Research, Student Attitudes, Language Tests, Language Proficiency, Integrated Learning Systems, Business English, Learning Processes, Majors (Students), Undergraduate Students, Speech Communication, Listening Comprehension, Foreign Countries, and China

The study adopted an action research approach to investigate mobile-assisted language learning (MALL) teaching and learning processes in an English-as-a-foreign-language (EFL) listening and speaking course at a Chinese university. The study participants were 61 students majoring in business English. For this study, an English-learning application, Keke, was integrated with MALL exercises. Data were collected using questionnaires, reflective journals, interviews, and pre- and post-study proficiency tests. The results of two action research cycles revealed that students' attitudes toward MALL listening and speaking practices became more positive after certain changes were made to the intervention in Cycle 2; these changes included various types of mobile-assisted exercises, enhancements for teacher monitoring, and the incorporation of an online learning management application. Students made significant progress in English listening, but not in speaking. This study, therefore, has pedagogical implications for the use of MALL in facilitating EFL listening and speaking education.

Vocabulary Development, Learning Strategies, Second Language Learning, Second Language Instruction, English (Second Language), Teaching Methods, Assignments, Information Technology, Technology Uses in Education, Models, Web Sites, Integrated Learning Systems, Computer Software, College Students, Foreign Countries, and Indonesia

The study was aimed at identifying the learners' vocabulary learning strategies as they were engaged in tasks assigned along the SAMR model. A class of EFL learners was taught vocabulary with the assignments following SAMR. The model led them through four stages: substitution, augmentation, modification, and redefinition. The results showed that the learners increasingly used digital technology to accomplish their tasks. Their strategies were relatively more diverse, too. The metacognitive and social strategies, however, did not emerge substantially in their report.

Lesson Plans, Second Language Learning, Second Language Instruction, Practicums, Teacher Education Programs, Language Teachers, Computer Software, Student Teachers, Integrated Learning Systems, and Intervention

Practicum is an essential and meaningful form of teacher training but due to the great diversity of educational programs worldwide, their nature and quality depend too much on each particular situation. For this reason, an Interactive Digital Notepad (IDN) prototype, based on Kanban and powered up by Trello, is presented as a solution to the challenges related to the Practicum in foreign language teacher education programs. This article presents a lesson plan with the following objectives: (1) to present an interactive digital notepad to foreign language student teachers; (2) to upgrade their practicum experience; and (3) to create a personalised interactive digital notepad.

Computer Software, Student Motivation, Academic Achievement, Student Attitudes, Second Language Learning, English (Second Language), Educational Games, Computer Uses in Education, Elementary School Students, Grade 4, Foreign Countries, Instructional Effectiveness, and Indonesia

The purpose of this study was to investigate whether there was a significant effect of Power Point game on young learners' learning motivation and English achievement involving learners' perception of it. Based on the characteristics of quantitative research methods, the post-test only control group quasi-experimental design was used to test the effect of the Power Point game and young learners' perception of it. Cluster random sampling was preferred and 84 students participated in this study involving 44 students as the control group and 40 students as the experimental one. Questionnaires and post-test items were used as data collection instruments. To analyze the data obtained from the instruments, ANOVA and MANOVA assisted by SPSS. The findings showed that (1) the students taught by the Power Point game achieved better learning motivation than those taught by visualization through pictures, (2) the students taught by the Power Point game obtained better English achievement than those taught by visualization through pictures, and (3) there was a simultaneous effect of Power Point game on students' learning motivation and English achievement. Thus, these findings also generated students' very good perception of the usage of Power Point Game.

Second Language Learning, Second Language Instruction, English (Second Language), Teaching Methods, Conventional Instruction, Student Attitudes, Learning Processes, Language Proficiency, Language Tests, Vocabulary Development, Comparative Analysis, Pretests Posttests, Educational Benefits, Online Courses, Discourse Analysis, Classroom Communication, Teacher Student Relationship, Social Networks, College Students, Foreign Countries, Computer Software, Telecommunications, Handheld Devices, and Iran

The aim of this article was twofold. First, it considered the effect of social networks (Telegram) on the vocabulary knowledge of the participants, then it compared the participants' responses in IRF (initiation, response, & feedback) pattern in two different settings (traditional class and the online one). A group of foreign language learners took the Nelson Proficiency Test and a total of 60 learners were selected to participate in the study. Then they were randomly assigned to an experimental and a control group. After the treatment, the pre-test and post-test results were compared. For the second part of the study, the participants' comments were analyzed quantitatively and qualitatively. The results revealed a significant difference between the two groups, not only in their vocabulary knowledge but also in the way they communicated. This study has implications for both teachers and learners to increase their awareness of the benefits of new opportunities provided by technology in teaching-learning process.