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The present quantitative-descriptive study aims to measure the level of English language learning autonomy of the pre-service teachers.

A short list questionnaire developed by Dixon (2011) was administered to 61 pre-service English teachers enrolled in Western Mindanao State University in order to measure their English language learning autonomy. Differences on the levels of English language learning autonomy across participants’ gender, number of languages spoken and first language were also explored.

Results revealed that participants are highly autonomous in English language learning. Gender, number of languages spoken and first language were found to have no significant influence on English language learning autonomy.

Results on the level of English language learning autonomy indicate that pre-service teachers are highly autonomous and, therefore, ready for lifelong learning. This implies pedagogical and instructional advantages, as they can learn and explore the language independently.

Since gender, number of languages spoken and first language do not significantly influence the level of English language learning autonomy, it is suggested that English teachers do not need to develop differentiated instructions and activities anymore, which will cater the three profile variables in fostering autonomous learning, as participants already exhibit a level of autonomy in English language learning.

This would allow teachers and students to be aware of the importance of autonomy in language learning. Thus, it will prepare them to be independent and lifelong learners, as they engage themselves in the professional world.

As one of the Asia’s developing countries, the Philippines have captured a small number of studies and contributions to autonomous learning in the field of research (Madrunio, Tarrayo, Tupas and Valdez, 2016 as cited in Iñigo, 2018). Specifically, there is no research study conducted that measures “language learning autonomy” in the Philippine’s higher education much to the knowledge of the researcher. Thus, this study will be the first one to determine the level of autonomy of pre-service teachers in English language learning in the Philippine context. Furthermore, the present study also intended to determine significant differences on the level of language learning autonomy of pre-service teachers across genders, number of languages spoken and their first language.

In recent years there has been a constant growth in digital portfolio use in tertiary education. Portfolios are used by educational institutions for assessment, as a showcase of both student and institution work, and with an increasing trend also as a tool for higher employability of graduates and support of lifelong learning. This chapter introduces concepts of portfolio, digital portfolio, language portfolio, autonomy, and self-assessment. It approaches both positivist and constructivist paradigms of digital portfolio and presents examples of ePortfolio implementation at the University of Pardubice. Selected examples of good practice with respect to autonomous learning, experiential learning, and international cooperation are also given.

This study aims to analyze the engagement of community members in an English as a second language (ESL) live broadcast. A platform for encouraging language and culture learning in ESL was planned and implemented. Research purposes were to explore the following aspects for engaging students’ participation: operation-monitoring, planning and implementation, incentives and motives, interactions with multiple formats and challenges.

The platform used for the ESL live broadcast was Open Broadcaster Software Studio. Through the live videos and instant messages delivered by the network, real-time interactions from different virtual sites were achieved. Observations and operation documentation were recorded. Interviews with the teacher, the library administrator and the students were carried out for collecting data. Inductive analysis was used to analyze the qualitative data from the different sources.

It was observed that the ESL broadcast reached a great number of users weekly. To engage the ESL broadcast community, efforts to monitor and plan for implementation were made. Students were encouraged by both external incentives and internal motivation. Managing the connectivity problems was essential for guaranteeing the quality of the real-time interactions. From their experiences, the participants were positive about the broadcast approach to learning ESL. More diverse topics and alternatives for oral interactions in the class are suggested in future implementations.

The implementation of the ESL live broadcast provides a model for inviting members within the university community to engage in the language and culture learning. The research is preliminary and is limited to a specific university. Future research on diverse learning settings is needed.

The findings of this study will contribute to the research in streaming media interactions. The case might be applied to other settings and other subject domains.

This study aims to investigate a unique approach to learning languages through self-directed online learning. Specifically, it explores the self-management abilities and skills learners need while learning a language outside traditional classroom settings when using mobile-assisted learning technology.

A mixed-methods approach was used in this study, including an online survey of 84 people and 10 semi-structured interviews.

Findings reveal the significant role of specific and well-defined learning goals in enhancing learners’ performance. These goals can be either self-initiated by the learners themselves or defined by the technological features of the learning platform. However, the presence of distractions in learners’ daily lives presents challenges to effective time management, affecting learners both physically and psychologically. A key aspect of self-directed language learning lies in the learners’ ability to seek out relevant human and material resources beyond the confines of a single mobile-assisted language learning (MALL) tool. The authenticity of these resources is crucial in ensuring meaningful and effective learning experiences.

Understanding how learners navigate and discover valuable resources is a central focus of this study. This research offers valuable insights into the field of self-directed language learning, revealing the pivotal role of self-management skills with mobile-assisted learning technology. The findings contribute to the broader field of language education and offer practical implications for educators and developers seeking to optimize self-directed language learning experiences through innovative and technologically driven approaches.

MALL is often ideal for individualized informal learning, but the existing literature focuses heavily on formal learning situations, underestimating the importance of MALL practices in various informal settings. Most research reports on MALL-based self-directed learning primarily sample traditional English-learning university students. Therefore, there is a need for research on how nontraditional older adult learners self-direct their language learning with mobile technology outside the classroom.

The purpose of this paper is to investigate the components of college students' readiness for connectivist learning in technology-enhanced learning environments through the development of the readiness for connectivist learning scale (RCLS).

After the constructs of the scale had been identified, their items were created based on the relevant literature. In order to ensure the content validity of the items, a sorting procedure was implemented and they were reviewed by experts in the field. The construct validity of the scale was tested using exploratory factor analysis (EFA) with data from 718 students from a university in Turkey.

The findings of the current study indicated a four-factor solution, which includes information and communication technology (ICT) self-efficacy (seven items), autonomous learning (seven items), information literacy (eight items) and learning networks (five items). A significant, strong and positive correlation of students' scores on the RCLS with those of the online learning readiness scale (Hung et al., 2010) supported the criterion-related validity of the scale. The value of Cronbach's alpha coefficients for the RCLS showed good reliability for the scale.

With the assessment of college students' readiness level for connectivist learning, it is possible for them to anticipate their success in connectivist learning environments themselves and thereby to improve the knowledge, skills and attitudes necessary for their success in these environments.

This study aims to explore the perceptions of language learners and instructors on using augmented reality (AR) in a hybrid learning environment.

Mixed-method research design was used to elicit information from 62 participants on the study’s objective. Data were collected and analyzed to examine the participants’ views on using AR in language teaching in a hybrid environment.

This study unveils that while most studies acknowledge AR as an effective instructional delivery, students and instructors perceive some setbacks. Other novel insights provided by this study reveal necessities to consider before implementing AR in classroom settings.

This study provides insights into the widely reported effectiveness of AR in the English language-teaching domain. This study suggests that considering the dispositions of learners and instructors toward digitally enhanced learning, using AR without good teaching practices and approaches may not yield expected learning outcomes.

This study advances scientific knowledge on the use of AR in hybrid learning models by providing empirical evidence to show the perceived effectiveness of AR. It further provides a robust understanding of the pedagogical implications of using AR in classroom settings drawing from diverse lenses. This helps ensure that educational settings that integrate AR consider the novel findings of this study before such implementation.

The purpose of this paper is to provide a new decision‐aided tool for selecting customer needs during the new product development process.

The study started by examining the principles of attractive quality and its limits. The theory of attractive quality developed by Kano was used to conduct a requirement assessment and classification within four categories. The study also proposed a new method for needs analysis and, finally, an experiment with a case study was carried out for new self‐directed learning software.

This paper proposes a methodology involving the three following steps: identifying customers' needs, classifying and evaluating them, and comparing several concepts of new products. The paper proposes a matrix modeling that is based on the Kano model, which results in an analytical approach of the attractive quality theory. This enables the selection of innovative concepts and new ideas through the evaluation of their impact on needs satisfaction.

Future research is required in order to study the impact of the vocabulary used in the Kano questionnaire; misunderstanding these needs could lead to incorrect classification. Moreover, future work could consider other technical criteria for concept selection, including technical feasibility and cost constraints.

The formality of the model (clear steps and matrix modeling) and its graphical aspect (decision made based on graphical mappings) makes it a simple decision tool. It can be used by design teams during the Front‐End phases and in activities coming upstream from the more formal and well‐structured New Product Development Process (NPDP).

A major concern for companies during an innovation process is to discover users' needs. This paper presents an integrated method for customer environment analysis, needs identification, needs classification, and new concept selection. The most interesting concepts – those that yield satisfaction – will then continue through the innovation process.

COVID-19’s attack on the system of education left the learning of many students in limbo. For minimizing this effect, the current study sought to probe how Mobile-Assisted Language Learning (MALL) can facilitate English as a Foreign Language (EFL) learners’ vocabulary knowledge. In so doing, a quasi-experimental pretest-posttest research design was adopted to check the effect of a newly developed application (i.e. visual vocabulary learning, hereafter VVL) in an EFL classroom.

To complying with the objective, a number of intermediate students (N = 40) were considered to participate in the study. They were assigned into a visual learning group (VLG) and a nonvisual learning group (NVLG) comprising 20 students in each. The VLG was directed to learn vocabulary by a VVL, and the NVG, a conventional method was employed for vocabulary instruction. An independent samples t-test was run to screen the efficacy of the intervention.

The finding revealed that participants in the VLG outperformed significantly in the posttest. The finding is beneficial for EFL teachers, syllabus designers, and material developers to take advantage of mobile applications in teaching vocabulary.

This study was conducted during COVID 19 between two groups in Iran.

Wikis, as one of the Web 2.0 tools, has been increasingly used to engage students to learn with others in a collaborative virtual environment. However, there are relatively few studies examining the application of wikis in secondary schools. Therefore, this study aims to investigate factors affecting the use of PBWorks (a popular wiki tool).

The aim was achieved by empirically examining an extended technology acceptance model (TAM) from a sample of 429 junior secondary students in Hong Kong. Specifically, relationships among six latent variables, which were school support, teacher support, perceived ease of use, perceived usefulness, attitudes towards use and the intention to use, were posited in the model. The more robust factor-based partial least squares structural equation modelling (factor-based PLS-SEM) was used to test the research model.

The results indicated that most of the hypotheses were supported, which suggested that the extended TAM could explain the rationale behind students’ intentions to use PBWorks for group projects.

This paper extended the original TAM by including two additional variables (school support and teacher support) for explaining behavioural intentions. Because of the increased use of e-learning platforms in secondary schools, more understanding of what motivates secondary school students’ e-learning intentions is necessary.

This paper examines reasons of pragmatic functions' misinterpretation of three types of Facebook hashtags: long, short and multiple mixed hashtags.

Focus group interviews of 15 English language learners, who are also active users of Facebook and hashtags, are conducted. Thematic analysis is performed through the software Nvivo for arriving at reliable findings.

The findings show that unknown vocabulary in contents and lowercasing in long and short hashtags are major factors that cause misinterpretation. Also, the symbol of underscore and appropriate usage of upper and lowercasing of alphabets should be adopted in hashtag writing for the improvement in communication and successful conveyance of the intended meaning.

This paper contributes to the online hashtag writing style by finding reasons for the misinterpretations of different types of hashtags. Hashtags have been developed for adequate communication (Livingstone, 2012), but in Pakistan, hashtags are practiced as a “fashionable” trend and thus result in misinterpretation and inadequate communication among readers even of the same background (Tariq and Sarfraz, 2018). Moreover, this study focuses on the trend of hashtagging that is common among university students and particularly second-language learners because they are active users of Facebook and adopt the latest trends quickly.