- Author:
Ting-I Lu
- Institution:
Chaoyang University of Technology
- Author:
Kate Tzu-Ching Chen
- E-mail:
katechen@cyut.edu.tw
- Institution:
Chaoyang University of Technology
- Year of publication:
2021
- Source:
Show
- Pages:
108-119
- DOI Address:
https://doi.org/10.15804/tner.21.66.4.09
- PDF:
tner/202104/tner6609.pdf
The purpose of this study was to explore whether students’ vocabulary learning can be improved via mobile apps and to further enhance their TOEIC scores. Seventy English as a Foreign Language (EFL) senior high school students in Taiwan were recruited. TOEIC tests were used for pre-and post-testing to gather quantitative data. Qualitative data were collected from classroom observations and interviews. The results indicated that there was no significant difference in TOEIC scores between the experimental and the control group. However, students’ attitudes towards the app were positive and believed that it helped improve their vocabulary learning for the TOEIC exam.
- Author:
Arkadiusz Durasiewicz
- E-mail:
a.durasiewicz@wspkorczak.eu
- Institution:
Janusz Korczak Pedagogical University in Warsaw
- Author:
Wojciech Duranowski
- Institution:
Independent researcher
- Author:
Tomasz Barszczewski
- Institution:
Independent researcher
- Year of publication:
2015
- Source:
Show
- Pages:
182-200
- DOI Address:
https://doi.org/10.15804/kie.2015.04.11
- PDF:
kie/110/kie11011.pdf
MOOC is one of the forthcoming challenges of global higher education system. Development of education system cannot be considered without global trends. Massive Open Online Courses (MOOCs) become more and more popular. Article focuses on analysis of case studies of the most important xMOOCs providers: Coursera, edX. Authors focuses their analysis on direction of the development of xMOOCs in higher education as well as on key barriers for further development of the model.
- Author:
Tomasz Huk
- E-mail:
tomasz.huk@us.edu.pl
- Institution:
University of Silesia, Poland
- Year of publication:
2012
- Source:
Show
- Pages:
192-201
- DOI Address:
https://doi.org/10.15804/tner.12.29.3.16
- PDF:
tner/201203/tner2916.pdf
The article reveals research findings concerning opinions expressed by teachers of Polish junior high schools about the use of mobile phones in education. The findings analysis has been based on given opinions in the field of: the use of mobiles during breaks and lessons, ways of using this medium by teachers and their attitudes to mobile phones use in education. The article closes with conclusions for the purpose of teaching practice.
- Author:
Turgay Alakurt
- E-mail:
turgay.alakurt@dpu.edu.tr
- Institution:
Kütahya Dumlupınar University, Türkiye
- ORCID:
https://orcid.org/0000-0002-9593-5305
- Author:
Murat Bartan
- E-mail:
murat.bartan@dpu.edu.tr
- Institution:
Kütahya Dumlupınar University, Türkiye
- ORCID:
https://orcid.org/0000-0003-2947-5643
- Author:
Saadet Bartan
- E-mail:
saadet.bartan@ksbu.edu.tr
- Institution:
Kütahya Health Sciences University, Türkiye
- ORCID:
https://orcid.org/0000-0002-1989-1339
- Year of publication:
2024
- Source:
Show
- Pages:
59-73
- DOI Address:
https://doi.org/10.15804/tner.2024.77.3.05
- PDF:
tner/202403/tner7705.pdf
Mobile devices bring new solutions and opportunities as well as challenges for family relationships. We examined the association between parents’ attitudes towards preschool children’s mobile device usage habits (PAT) and parent–child relationship (PCRI) and tested whether this association is dependent on parent characteristics. The results showed that there is no correlation between the total scores of PAT and PCRI. On the other hand, PCRI was moderately correlated with three subscales of PAT (the subscales of Distraction, Control, and Information). Further, we found out the potential influence of parent sex on parental attitude and parental educational level on the parent-child relationship.