ICT for Listening Skill (2010) approached easily by English instructors to enrich their materials. One of the online materials for listening class is podcast. Based on the article, in what case do English instructors or administrators violate the intellectual property rights of podcasters? 2. Independent Listening for scientists was a pilot project. To conduct the program, researcher employed the use of podcast as supplementary materials outside the class. What were the researchers reasons to develop independent listening activities using podcasts for the students of Scientific English Program? 3. In structuring the independent listening activities using podcasts, the researcher faced pedagogical and legal issues. How can the two issues be described based on the research? 4. The article mentioned that the English proficiency of Scientific English Program students were in low level. Based on what criteria did the researcher select the research participants? 5. Regarding the legal issues of downloading and distributing podcasts, the researcher needed to protect the rights of podcasters. In what way did the researcher take the responsibilities? Kyoko Hosogoshi 1. According to the theoretical framework of the (2016) research, it revealed that captions and subtitles have mostly given positive impact to students listening comprehension. How could the positive impact be described? How could captions and subtitles be different? 2. The researcher provide several English videos completed by captions and subtitles. Practically, the researcher provided English transcription and translated the videos into Japanese. What did the researcher do to make sure the accuracy of the transcription and the translation? Why did the researcher need to concern about the captions and subtitles done by himself? 3. The implementation of listening test was one of the instruments to collect the data. It was mentioned that the test was not for measuring students listening comprehension. How could this statement be described? 4. Based on the data analysis research, the subtitled group commonly used the strategy of imagery and summarization. However, in the article stated that it could be affected by L1 reading comprehension. How did the researcher react to overcome this doubt? 5. There were two pedagogical implications promoted from the research. How could the two implications be implemented in providing learning opportunities in listening comprehension? Meeting 4 William Collins, 1. What are the two dimensions of computer- ICT for Speaking Skill Justin Hunt mediated communication? 2. What are the research questions? 3. In the first year of the study, a self-access listening and expanded talking journal requirement was introduced to the English Communication classes. Students were required to use free voice recording software to keep a record of their speaking practice outside the classroom. What options were given to the students? Sean H. Toland, 1. What are the research questions? Daniel J. Mills, 2. What are the benefits of using mobile video? Megumi Kohyama 3. Mention the challenges that educators must address when injecting mobile video into their lessons! Meeting 5 Yu-JuLan, Yao-Ting 1. There are three basic forms of collaborative ICT for Reading Skill Sung, Kuo-En Chang learning can be done in EFL classroom. How do (2006) the three forms differ each other? 2. The article mentioned some problems to overcome in peer collaborative learning. What are the three problems? And in what kinds of situations are collaborative learning and scaffolding difficult to be conducted? 3. Considering the challenges in implementing peer collaborative learning, the researchers designed MDPAL as the solution. What is the main goal of designing MDPAL concerning the problems to overcome? 4. To conduct the research, the researchers asked 52 students to join as the participants. How did the researchers construct the experimental and control groups? And What were the students characteristics to consider in constructing the groups? 5. Based on in-class observation, students behaviors were divided into learning-related behavior and learning-unrelated behavior. It was said that in the experimental group, the percentage of doing learning-related behavior was higher than it was in the control group. Why could this happen? Brett Milliner 1. There are some approaches that can be (2017) implemented in reading activities. Two of the approaches are intensive and extensive reading activities. How does the extensive reading provide more benefits to the students or language learners? 2. The development of technology can also be impactful to language learning activities, in including reading activities. The presence of e- book is assumed to be helpful in this focus. What are the advantages of having e-books comparing to conventional books (the printed ones)? 3. To monitor online extensive reading doing by the students was not easily conducted. What did the researcher do to overcome the problem? 4. The gains of students reading proficiency during the research was assessed by TOEIC reading test. Why did the researcher apply TOEIC reading test as one of the measurement devices? 5. In making the conclusion of the research results, the researcher faced some limitations concerning the correlation between reading larger volumes of words in ER and improving TOEIC scores. What were the limitations? Meeting 6 Awatif Abu Alshaar, 1. What are the characteristics of concordance? ICT for Writing Skill Ali FarhanAbuSeileek 2. What aspects of writing can concordance (2013) improve? 3. What are the characteristics of word processor? 4. What aspects of writing can word processor improve? 5. What are students perceptions towards the use of concordances and word processors regarding their EFL writing aspects? Hung-chun Wang 1. What are the characteristics of blog? (2009) 2. How can blog improve students writing skills? 3. Were comments from students accurate? Meeting 7 Amal Khalil Elimat, ICT for Ali FarhanAbuSeileek Pronunciation (2014) Wang Shudong, Michael Higgins, Yukiko Shima (2005) Meeting 8 Sharif Mebed 1. According to the information in the text, ICT for Grammar (2007) what are the students problems ? 2. What is the techique used to overcome the probem. 3. What are the considerations of having the technique? 4. What are the procedures of the teaching technique? 5. How does the technique benefit the students?
Mariusz Kruk 1. According to point 2 of the paper
(2013) (Language Learning in Virtual worlds), what are the benefits of using virtual worlds in language education? 2. What were the students problems regarding the English grammar? 3. Regarding to ICT, what is the strategy used in helping the students learn the grammar material? 4. What are the research questions / problems? 5. How was the treatment given? Mention each step of the treatment. 6. Based on the research questions, research findings and discussion,how does ICT help in learning grammar?
Meeting 9 Stuart McLean, 1. How can computer assist learning at
ICT for Vocabulary Nicholas Hogg, the stage when the learners choose Thomas W. Rush words to learn? (p81) (2013) 2. How does computer assist learning at the stage of making word cards ? (p82) 3. How does computer assist learning at the stage of using the cards? (p82-84) 4. What are the research questions? (p86) 5. How is the result of each question of the research questions discussed?
Glenn Stockwell 1. Based on the research title, What does
(2013) vocabulary learning through reading mean? What is intelligent system? 2. Based on the introduction (p260), what are the problems that led to the need of intelligent system for vocabulary learning through reading? 3. According to the result and discussion, how does the intelligent system facilitate learners in the vocabulary learning?