Student-teachers’ beliefs concerning the usability of digital flashcards in ELT

Marwa Alnajjar, Billy Brick

Research output: Chapter in Book/Report/Conference proceedingChapter

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Abstract

This paper reports on a study that explored five student-teachers’ beliefs regarding the usability of three digital flashcard websites that can be used in a blended learning approach in English Language Teaching (ELT) classrooms. These student-teachers, who had previous teaching experience, were students on a year-long Master of Arts (MA) programme at Coventry University. Adopting a mixed-method research design, this study incorporated aspects of both surveys and case studies to explore different variables that could have an effect on the use of digital flashcards in blended learning classrooms. The websites’ design features appeared to create two extreme reactions in student-teachers, suggesting it might be a significant factor in shaping their beliefs.
Original languageEnglish
Title of host publicationFlipping the blend through MOOCs, MALL and OIL – new directions in CALL
EditorsMarina Orsini-Jones, Simon Smith
PublisherResearch-publishing.net
Chapter9
Pages67 -74
Number of pages8
ISBN (Electronic)978-2-490057-16-0
DOIs
Publication statusPublished - 20 Jun 2018

Bibliographical note

This volume is published under the Attribution International (CC BY) licence; individual articles may have a different licence. Under the CC BY licence, the volume is freely available online (https://doi.org/10.14705/rpnet.2018.23.9782490057160) for anybody to read, download, copy, and redistribute provided that the author(s), editorial team, and publisher are properly cited.

Keywords

  • Blended Learning
  • Digital Flashcards
  • Vocabulary
  • CAVL
  • Usability

ASJC Scopus subject areas

  • Arts and Humanities(all)

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  • Cite this

    Alnajjar, M., & Brick, B. (2018). Student-teachers’ beliefs concerning the usability of digital flashcards in ELT. In M. Orsini-Jones, & S. Smith (Eds.), Flipping the blend through MOOCs, MALL and OIL – new directions in CALL (pp. 67 -74). Research-publishing.net. https://doi.org/10.14705/rpnet.2018.23.792