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Volume 17 Issue 2 July - September 2020

Research Paper

Future Prediction of L2 Writing Performance: A Machine Learning Approach

Kutay Uzun*

Department of Foreign Languages, Trakya University, Turkey.

Uzun, K. (2020). Future Prediction of L2 Writing Performance: A Machine Learning Approach. i-manager’s Journal of Educational Technology, 17(2), 1-13. https://doi.org/10.26634/jet.17.2.16840

Abstract

Writing in L2 is both crucial and difficult for teachers and students since most of the assessment in higher education is in written form. The production of texts as well as providing feedback to them requires time and effort on both sides. For this reason, prediction of future L2 writing performance in advance may prove quite useful both for teachers and students and the information obtained can be used for failure prevention. In this respect, the present study aims to train a machine learning model which used demographic and psychometric data to predict end-of-term L2 writing performance on a Pass/Fail basis. Secondly, the study aimed to find out if synthetically augmenting available data would increase prediction accuracy. The data were collected in the beginning of the semester from 102 students of English Language Teaching in Turkey. L2 writing performance was measured at the end of the semester. The findings indicated that Instance-Bases Learning with Parameter K algorithm could accurately predict L2 writing performance in advance. Moreover, artificial augmentation of the data was seen to increase prediction accuracy. The findings bear implications for the effective prevention of student failure by detecting poor performance in advance.

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Research Paper

Enhancing Instructional Leadership using in-House Training

Robiul Islam*

Department of English, Ishwardi Government College, Pabna, Bangladesh.

Islam, M. R. (2020). Enhancing Instructional Leadership using in-House Training. i-manager’s Journal of Educational Technology, 17(2), 14-29. https://doi.org/10.26634/jet.17.2.17099

Abstract

This research is to investigate the role and function of in-house training to enhance the instructional leadership practices at the college-level higher education in Bangladesh. The existing policies regarding instructional leadership enhancement project is relatively unstudied and unpracticed in Bangladesh. To guide the study, an interpretivist paradigm and a qualitative research design are chosen to make sense of the complex social phenomenon of instructional leadership and in-house training. Again, the principals, vice-principals, heads of the department (HODs) and classroom teachers of five tertiary colleges of Pabna District were purposefully selected as participants. There are 8 semi-structured interviews for 5 principals and 5 vice principals, 10 HODs and 10 classroom teachers under central research questions. The gathered qualitative data were also analysed thematically. This study used various data triangulation methods to establish validity and reliability. All ethical consents were maintained very strictly. From the data analysis, the study finds that the instructional leadership practices can be enhanced through various cost effective inhouse trainings like workshop, seminar, professional conversations, motivational discussions, mentoring, coaching, and conferencing. Successful in-house trainings establish proper mindset, develop soft skills, and enhance academic and applied understanding and proficiency on instructional issues. The study also explores that the outcome of the in-house trainings would be far better if it could be arranged under the supervision and coordination of an external training provider. If it can be done, the faculty members can get the flavor of both external and in-house training.

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Research Paper

The Effect of Integrating Authentic Captioned Videos on Learning Collocation and Content Comprehension in Foreign Language Context

Sevgi Gülçin Güler * , Kagan Buyukkarci **

* Kamile Gürkan Secondary School, Isparta, Turkey.

** Suleyman Demirel University, Isparta, Turkey.

Guler, S. G., and Buyukkarci, K. (2020). The Effect of Integrating Authentic Captioned Videos on Learning Collocation and Content Comprehension in Foreign Language Context. i-manager’s Journal of Educational Technology, 17(2), 30-54. https://doi.org/10.26634/jet.17.2.17116

Abstract

This study aimed to find out impact of captioned authentic videos on learning collocations and content comprehension in foreign language learning. Participants of the study comprised of 7^th grade state school students in Isparta, Turkey. In this experimental study, mixed method design was administered. For the quantitative research design a pre-test based on Vocabulary Knowledge Scale was conducted for both of the groups to see their collocation knowledge. The results of the pre-test also confirmed the groups' homogeneity, and then the participants were exposed to video intervention sessions for seven weeks. The experimental group viewed the videos with captions and the control group viewed them without captions. After completing six weeks of video intervention sessions, each group had a post-test. As the last part of quantitative research design, each group viewed another video with different presentation modes according to their groups. They had a video content comprehension test immediately after viewing the video. According to the results, experimental group outperformed the control group in both collocation learning and video content comprehension test; however the difference between the groups' scores were not statistically significant in collocation learning and content comprehension development. With the aim of having a holistic picture of the research problem, a semistructured interview was conducted among randomly chosen ten participants from the experimental and control groups for qualitative research design of the study. Findings of the qualitative research revealed that experimental group's participants formed positive attitudes towards viewing authentic videos with captions. On the other hand control group's participants mostly stated negative feelings on the process of viewing the authentic videos without captions.

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Research Paper

Selecting Suitable Cots Games in Steam Game Store to Promote Intrinsic Motivation and Computational Thinking Skills

Ö. Demir * , B. Taskin, S. S. Seferoglu *

* Department of Computer Education and Instructional Technology, Faculty of Education, Hakkari University, Hakkari, Turkey.

Department of Computer Programming, Vocational School of Higher Education, Ufuk University, Ankara, Turkey.

* Department of Computer Education and Instructional Technology, Faculty of Education, Hacettepe University, Ankara, Turkey.

Demir, O., Taskin, B., and Seferoglu, S. S. (2020). Selecting Suitable Cots Games in Steam Game Store to Promote Intrinsic Motivation and Computational Thinking Skills. i-manager’s Journal of Educational Technology, 17(2), 55-65. https://doi.org/10.26634/jet.17.2.17138

Abstract

This study aimed at examining the COTS (Commercial off the Shelf) games having strong potential for helping to enhance intrinsic motivation and computational thinking skills. To this end, STEAM game store was searched with the keywords of “programming, coding, computing, and algorithm”. This search yielded 1,249 games. After eliminating irrelevant games and the games with mostly negative comments, this number was reduced to 29. In the second phase, these 29 games were examined in terms of some characteristics such as “quality, intrinsic motivation, and computational thinking” by two experts. Six games were left in the end. It was ascertained that games mostly lacked of collaboration, although they seemed to be better in terms of problem solving and algorithmic thinking. Experimental studies should be conducted to determine whether these games are actually useful for enhancing intrinsic motivation and computational thinking skills.

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Review Paper

Digital Education Transformation: A Pedagogical Revolution

Vivek Gopal *

Military College of EME, India.

Gopal, V. (2020). Digital Education Transformation: A Pedagogical Revolution. i-manager’s Journal of Educational Technology, 17(2), 66-82. https://doi.org/10.26634/jet.17.2.17136

Abstract

India as a country has been the proponent of the Gurukul (a kind of residential school for select students) system where the 'guru-shishya' (Master - Student) method of teaching was adopted. Ever since, educational pedagogy has undergone a revolution which has primarily been technology driven with ICT at its forefront. IT firms are moving towards Social media, Mobility, Analytics and Cloud (SMAC) technologies each bringing its own set of advantages. Paper to pixel transformation encompasses cloud learning and other such ever evolving IT technologies to make education ubiquitous not limited to the confines of time and space. After the invention of the printing press which transformed education, the digital domain is now ushering in a brand-new era of learning. Digital transformation is pervasive; it can be understood as the changes that digital technology causes or influences in all aspects of human life. Digital transformation is not a destination, but a journey. Emerging technologies will cause evolution in ways of working, realigning systems and processes across systems, with the aim of adding value to the users. Digital technology enriches learning in many ways. A wealth of information and resources is also available to be tapped. 21^st century known as the digital age causing disruption in almost all technological fields has also touched education in a big way. India too has implemented many policies and programmes to reclaims its lost glory of education as in yesteryears.

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