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Meeting 3 Philip Hawke 1.

In digital era, online learning materials can be


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?

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