Mobile technology and dyslexic language learners: Exploring the use of iPads to support the development of writing skills in dyslexic pupils learning a foreign language.
<p>The focus of this study was to explore the extent to which the use of mobile applications focusing on vocabulary, reading and notetaking could support the writing of dyslexic learners of Spanish. The research questions identified were:</p> <p>1. How can mobile technology such a...
| Main Author: | |
|---|---|
| Format: | Thesis |
| Language: | English |
| Published: |
2018
|
| Subjects: |
| _version_ | 1811140406144925696 |
|---|---|
| author | Winchester, C |
| author_facet | Winchester, C |
| author_sort | Winchester, C |
| collection | OXFORD |
| description | <p>The focus of this study was to explore the extent to which the use of mobile applications focusing on vocabulary, reading and notetaking could support the writing of dyslexic learners of Spanish. The research questions identified were:</p>
<p>1. How can mobile technology such as I-pads can support the development of writing skills in Spanish in dyslexic learners?</p>
<p>2. What are the implications of using mobile technologies in MFL lessons for teacher practice?</p>
<p>An action-research method of three cycles was implemented using combination of quantitative and qualitative instruments:</p>
<p>· Quantitative instruments(examples): Likert scale questionnaire for dyslexic and non-dyslexic learners of languages; survey questionnaire of teachers of languages.</p>
<p>· Qualitative instruments (examples): Semi-structured interviews of dyslexic learners of languages; classroom observations of year 7 / 8 with a high number of dyslexic learners; interviews special education staff.</p>
<p>During the initial phase of this study, problems of confidence in reading and writing leading to anxiety were found in dyslexic learners in comparison to non-dyslexic learners.</p>
<p>With regards to the first question, this study found that there was also a clear difference in motivation to complete tasks and engage with applications amongst the dyslexic learners focus of this study. These differences were attributed to internal factors such as self-efficacy, control over learning, individual attributions and digital literacy skills. Positive attitudes towards tasks and completion of perceived difficult writing tasks was more evident in pupils with stronger digital literacy skills and positive self-esteem.</p>
<p>The use of technology such as digital notebook and text to speech technology did not lead to an improvement in spelling but contributed to better organisation in writing for those pupils with strong digital literacy skills. Online games such as Kahoot can lead to an improvement in participation but problems with behaviour were encountered. However, when weaker pupils were given the opportunity to use it independently, their engagement improved together with their tests results. Nevertheless, there was no strong evidence that the use of applications such as Kahoot could lead to an improvement in retention of Spanish vocabulary.</p>
<p>With regards to the second question, the implications for teacher practice indicate that training is important when using technology for both teachers and students. In addition to this, the type of tasks used are more likely to have a stronger influence than the technology used on the development of language skills. Furthermore, the design of any intervention using technology needs to consider the development of self-regulatory and metacognitive skills and digital skills of students.</p>
|
| first_indexed | 2024-09-25T04:21:28Z |
| format | Thesis |
| id | oxford-uuid:0928f5d8-68fd-4b9f-9e17-b87847fc24d7 |
| institution | University of Oxford |
| language | English |
| last_indexed | 2024-09-25T04:21:28Z |
| publishDate | 2018 |
| record_format | dspace |
| spelling | oxford-uuid:0928f5d8-68fd-4b9f-9e17-b87847fc24d72024-08-19T10:18:35ZMobile technology and dyslexic language learners: Exploring the use of iPads to support the development of writing skills in dyslexic pupils learning a foreign language. Thesishttp://purl.org/coar/resource_type/c_bdccuuid:0928f5d8-68fd-4b9f-9e17-b87847fc24d7EducationEnglishHyrax Deposit2018Winchester, C<p>The focus of this study was to explore the extent to which the use of mobile applications focusing on vocabulary, reading and notetaking could support the writing of dyslexic learners of Spanish. The research questions identified were:</p> <p>1. How can mobile technology such as I-pads can support the development of writing skills in Spanish in dyslexic learners?</p> <p>2. What are the implications of using mobile technologies in MFL lessons for teacher practice?</p> <p>An action-research method of three cycles was implemented using combination of quantitative and qualitative instruments:</p> <p>· Quantitative instruments(examples): Likert scale questionnaire for dyslexic and non-dyslexic learners of languages; survey questionnaire of teachers of languages.</p> <p>· Qualitative instruments (examples): Semi-structured interviews of dyslexic learners of languages; classroom observations of year 7 / 8 with a high number of dyslexic learners; interviews special education staff.</p> <p>During the initial phase of this study, problems of confidence in reading and writing leading to anxiety were found in dyslexic learners in comparison to non-dyslexic learners.</p> <p>With regards to the first question, this study found that there was also a clear difference in motivation to complete tasks and engage with applications amongst the dyslexic learners focus of this study. These differences were attributed to internal factors such as self-efficacy, control over learning, individual attributions and digital literacy skills. Positive attitudes towards tasks and completion of perceived difficult writing tasks was more evident in pupils with stronger digital literacy skills and positive self-esteem.</p> <p>The use of technology such as digital notebook and text to speech technology did not lead to an improvement in spelling but contributed to better organisation in writing for those pupils with strong digital literacy skills. Online games such as Kahoot can lead to an improvement in participation but problems with behaviour were encountered. However, when weaker pupils were given the opportunity to use it independently, their engagement improved together with their tests results. Nevertheless, there was no strong evidence that the use of applications such as Kahoot could lead to an improvement in retention of Spanish vocabulary.</p> <p>With regards to the second question, the implications for teacher practice indicate that training is important when using technology for both teachers and students. In addition to this, the type of tasks used are more likely to have a stronger influence than the technology used on the development of language skills. Furthermore, the design of any intervention using technology needs to consider the development of self-regulatory and metacognitive skills and digital skills of students.</p> |
| spellingShingle | Education Winchester, C Mobile technology and dyslexic language learners: Exploring the use of iPads to support the development of writing skills in dyslexic pupils learning a foreign language. |
| title | Mobile technology and dyslexic language learners: Exploring the use of iPads to support the development of writing skills in dyslexic pupils learning a foreign language. |
| title_full | Mobile technology and dyslexic language learners: Exploring the use of iPads to support the development of writing skills in dyslexic pupils learning a foreign language. |
| title_fullStr | Mobile technology and dyslexic language learners: Exploring the use of iPads to support the development of writing skills in dyslexic pupils learning a foreign language. |
| title_full_unstemmed | Mobile technology and dyslexic language learners: Exploring the use of iPads to support the development of writing skills in dyslexic pupils learning a foreign language. |
| title_short | Mobile technology and dyslexic language learners: Exploring the use of iPads to support the development of writing skills in dyslexic pupils learning a foreign language. |
| title_sort | mobile technology and dyslexic language learners exploring the use of ipads to support the development of writing skills in dyslexic pupils learning a foreign language |
| topic | Education |
| work_keys_str_mv | AT winchesterc mobiletechnologyanddyslexiclanguagelearnersexploringtheuseofipadstosupportthedevelopmentofwritingskillsindyslexicpupilslearningaforeignlanguage |