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Menampilkan 1–3 dari 3 artikel
Mobile-Assisted Language Learning Applications to Boost Student Engagement, Self-Regulation, and Learning Outcomes in Digital Environments
International Journal of Educational Sciences and Languages
Vol 2
, No 1
(2025)
The rapid penetration of mobile devices among students has created significant opportunities to optimize mobile-assisted language learning (MALL) for enhancing language acquisition in digital environments. Despite its potential, the implementation of MALL often remains suboptimal due to technical limitations, lack of pedagogical planning, and insufficient integration of interactive features, which limits its effectiveness in supporting structured learning. This study aims to examine how MALL app...
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Use of Ai-Powered Tutoring Systems for Personalized English Language Learning Among Colleges of Education Students in Lagos State, Nigeria
Proceeding of the International Conference on Global Education and Learning
Vol 1
, No 2
(2024)
This study evaluates the effectiveness of AI-powered tutoring systems in enhancing personalized English language learning among students in Colleges of Education in Lagos State, Nigeria. The primary objectives include assessing the impact of these systems on students' English proficiency and evaluating their perceptions of usability and effectiveness. Guided by four research questions, the study aims to provide insights into the integration of AI in educational contexts. Employing a survey resea...
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Analyzing the Impact of Blended-Learning Implementation on Student Engagement and Achievement in Secondary Schools During Pandemic Recovery
International Journal of Education and Social Sciences
Vol 1
, No 1
(2024)
This study examines the impact of blended learning on student engagement and academic achievement in secondary schools during the recovery phase of the pandemic. A quantitative research approach was employed, utilizing a comparative design to assess the differences between blended learning and conventional learning models. Data were collected through student engagement surveys and academic performance records from secondary school students exposed to both learning models. The results indicated t...
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