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Journal Issue
Volume 18 Issue 6 / Dec 2020  pp462‑574

Editor: Heinrich Söbke, Marija Cubric

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Applying the Community of Inquiry e‑Learning Model to Improve the Learning Design of an Online Course for In‑service Teachers in Norway  pp462‑475

Krystyna Krzyszkowska, Maria Mavrommati

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Examining Online Cheating in Higher Education Using Traditional Classroom Cheating as a Guide  pp476‑493

Kerry Adzima

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Leveraging MoyaMA, WhatsApp and Online Discussion Forum to Support Students at an Open and Distance e‑Learning University  pp494‑515

Chaka Chaka, Tlatso Nkhobo, Mirriam Lephalala

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Does Flipped Learning Promote Positive Emotions in Science Education? A Comparison between Traditional and Flipped Classroom Approaches  pp516‑524

Malek Jdaitawi

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Students’ Creativity in Virtual vs. Classroom Courses on the Basis of Their Personality Traits: A Prediction Study  pp525‑536

Yasamin Abedini

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EFL Learners’ Perspectives on the use of Smartphones in Higher Education Settings in Slovakia  pp537‑549

Rastislav Metruk

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Abstract

MALL (Mobile assisted language learning) affords new opportunities for EFL (English as a foreign language) learners and teachers. Research on MALL is still in its infancy in Slovakia, and this paper attempts to fill in this gap by examining students’ perception and attitudes towards the use of smartphones for the purposes of learning and practicing English. The target population of this study constituted of the Slovak university EFL learners whose major was Teacher Training of English Language and Literature (n = 77) at a Slovak university. The research method employed to achieve the objectives of this study was a 5‑point Likert scale questionnaire, comprising of two sets of statements: general and out‑of‑the‑classroom statements with a total of 29 items. The research results for both sets of statements imply that the participants display moderately positive attitudes towards smartphones in the context of EFL learning. However, the findings also reveal some issues surrounding the perception and potential use of smartphones such as the inability to plan students’ language learning appropriately and effectively, general underuse of smartphone apps, or problems related to practicing speaking skills. The results further suggest the immediate need to develop and enhance the awareness of smartphones and their potential in the process of teaching and learning English so that the EFL learners can utilize considerable opportunities these smart devices offer. Finally, the limitations of this study are recognized, and it is emphasized that conducting further research in this area is urgently needed. 

 

Keywords: EFL learner, mobile learning, smartphone and language learning, attitudes and perceptions, process of learning English

 

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Investigating Students’ Attitudes, Motives, Participation and Performance Regarding Out‑of‑Class Communication (OCC) in a Flipped Classroom  pp550‑561

Tristan Cui, Andrew Coleman

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The Level of ICT Infrastructure as a Factor of ICT Integration in Greek High School Science Teaching  pp562‑574

Charalampos Apostolou

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