Yazar "Andujar, Alberto" seçeneğine göre listele

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    Exploring foreign language learning and contextualization through digital storytelling projects and personal digital learning narratives
    (Int Forum Educational Technology & Soc, Natl Taiwan Normal Univ, 2025) Cakmak, Fidel; Andujar, Alberto
    This study investigates whether participating in digital storytelling (DST) activities improves language learning and the technical computer skills required for this type of project. Moreover, the present investigation also directly explored the learning benefits and elements of contextualization derived from maintaining a personal digital learning narrative (PDLN). Participants were given a term project as group work that involved creating collaborative digital stories. Each group member took responsibility for the group DST projects and concurrently reported contextual personal elements into their PDLNs. A mixed methods methodology was applied to investigate the learning outcomes of the digital story project in terms of language learning and technical knowledge of DST and to explore elements of contextualization that emerged in the PDLNs during student preparation for the collaborative tasks. The findings reveal improved performance on the DS vocabulary and comprehension test, and the DST knowledge test. In addition, elements of contextualization were identified as fitting into three subcategories: the use of the technology at hand, the story text, and spatiotemporal details during the realization of the group project. In addition, feelings of determination, frustration, and motivation were observed through self-reports, classroom notes, videos, and student narrations from the PDLNs.
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    Öğe
    Foreign language learning through instagram: A flipped learning approach
    (IGI Global, 2022) Andujar, Alberto; Çakmak, Fidel
    This chapter explores the use of a flipped learning approach through the application Instagram in an English as Foreign Language (EFL) class. A case study involving 53 participants at a high school is presented. A mixed methods approach using quantitative and qualitative information is carried out where 4 different data collection instruments collected information about students' perceptions of the flipped learning model as well as the use of Instagram. Findings emphasized the app and the flipped learning methodology as motivational and useful elements to develop language learning processes. However, learner feedback indicated that the flipped learning model used in this research was not viewed as superior to traditional lecture-based instruction. This chapter concludes with a discussion of the implications of implementing flipped learning models that utilize mobile devices in EFL education. © 2023, IGI Global. All rights reserved.