A Comparison of ESLE Web-based English Vocabulary Learning Application with Traditional Desktop English Vocabulary Learning Application: Exceptional learner parents’ point of view

Subject Areas :

Shima Ghobadi ¹ , Mohsen Shahrokhi ² , Ahmad Abedi ³

1 - Department of English, Shahreza Branch, Islamic Azad University, Shahreza, Iran
2 - Department of English, Shahreza Branch, Islamic Azad University, Shahreza, Iran
3 - Department of Psychology of Children with Special Needs, University of Isfahan, Isfahan, Iran

Received: 2020-05-14 Accepted : 2020-08-17 Published : 2020-03-01

Keywords:

References:

Abrams, S. W., S. (2014). Gamified vocabulary: online resources and enriched Language learning. Journal of Adolescent & Adult Literacy, 58(1), 49-58. doi: 10.1002/jaal.315.
Allsopp, D. H., Kyger, M. M., & Lovin, L. H. (2007). Teaching meaningfully: Solutions for reaching struggling learners. Brookes Publishing Company. PO Box 10624, Baltimore, MD 21285.
Beach, K., Sanchez, V., Flynn, L., O’Connor, R., (2015). Teaching academic vocabulary to adolescents with learning disabilities. Teaching Exceptional Children, 48(1), 36-44. doi: 10.1177/0040059915594783.
Bryant, D. P., Goodwin, M., Bryant, B. R., & K. Higgins. (2003). Vocabulary instruction for students with learning disabilities: a review of the research. Learning Disability Quarterly, 26, 117-128. doi: 10.2307/1593594.
Çakır, H. (2011). Mobil ogrenmeye ilişkin bir yazılım geliştirme ve değerlendirme. [A software development and evaluation of mobile learning] Cukurova University Faculty of Education Journal: 40, 01-09.
Carr, J. (2012). Does math achievement h’APP’en when iPads and game-based learning are incorporated into fifth-grade mathematics instruction? Journal of Information Technology Education: Research, 11(1), 269-286.
Clare, J., (2020). Apps for Students with Special Needs-As school Building Shutter. Edutopia, George Lucas Education Foundation.
Condus, M. M., Marshall, K.J., & Miller, S.R. (1986). Effects of the keyword mnemonic strategy on vocabulary acquisition and maintenance by learning disabled children. Journal of Learning Disabilities, 19(10), 609-613.
Darling-Hammond, L., (2010). Teacher education and the American future. Journal of Teacher Education, 61(1-2), 35-47.
Dela Cruz, C., R. Arenas, M., D. Palaoag, T., & M. Berba, E., (2018). Game-Based Learning System: An Exceptional Learners Motivation for Better performance., 1(1), 13-24. Doi: https: doi.org/10.21512/ijbx. v1i1.248.
Đorđević, N., (2017). Evaluation of the usability of Web-based applications, VOJNOTEHNIČKI GLASNIK / MILITARY TECHNICAL COURIER, 3(65), pp.785-802. EDUCBA, (2020). What is Desktop Software? https://www.educba.com/what-is-desktop-software/.
Franklin, T. (2011). Mobile learning: At the tipping point. Turkish Online Journal of Educational Technol- ogy, 10(4), 261-275.
Ghobadi, Sh., Taki, S., (2018). Effects of Telegram Stickers on English Vocabulary Learning: Focus on Iranian EFL Learners. Relp 6(1), 139-158.
Ghobadi, Sh., Taki, S., (2018). Evaluating current Mobile Applications for English Vocabulary Learning: Based on Hubbard’s framework. First national conference on fundamental reserches in language and literature studies. https://www.civilica.com/Paper-CELPA01-CELPA01_209.html.
Griffin, S. (2007). Early intervention for children at risk of developing mathematical learning difficulties. In D. B. Berch & M. M. Mazzocco (Eds.), Why is math so hard for some children? The nature and origins of mathematical learning difficulties and disabilities (pp. 343-345). Baltimore, MD: Paul H Brookes.
IGNOU, (2017). Exceptional child in School. eGyanKosh, Indira Gandhi National Open. http://egyankosh.ac.in//handle/123456789/23721.
Jeng, Y. L., Wu, T. T., Huang, Y. M., Tan, Q., & Yang, S. J. (2010). The add-on impact of mobile applications in learning strategies: A review study. Journal of Educational Technology & Society, 13(3), 3-11.
Johnson, G., Gersten, R., & Carnine, D. (1987). Effects of instructional design variables on vocabulary acquisition of LD students: A study of computer-assisted instruction. Journal of Learning Disabilities, 20(4), 206-213.
Kukulska-Hulme, Agnes (2009). Will mobile learning change language learning? ReCALL, 21(2), pp. 157–165.
Lvivity, (2018). Web-Based Application: What It Is, and Why You Should Use It, full-cycle software development. https://lvivity.com/web-based-applications.
Misquitta, R. (2011). A Review of the literature: Fraction instruction for struggling learners in mathematics. Learning Disabilities Research & Practice, 26(2), 109-119.
Musti-Rao, Shobana. (2017). Introduction to special issue: integrating technology within classroom practices. Intervention in School and Clinic 2017, 52(3), 131-132. doi.org/10.1177/1053451216644824.
Nahmod, D., (2017). "Vocabulary gamification vs traditional learning instruction in an inclusive high school classroom”. Theses and Dissertations. 2467. https://rdw.rowan.edu /etd/2467.
Nation, D. (2020). Improve your understanding of web-based application programs. Lifewire: Internet, Networking, & Security.
National Council of Teachers of Mathematics (NCTM). (2008). Position statement on equity in mathematics education. Retrieved from www.nctm.org/?about/content.aspx?id=8452.
Rabiee, F., (2004). Focus Group Interview and Data analysis. Proceedings of the Nutrition Society, 63, 655–660.
Ross, J. A., & Bruce, C. D. (2009). Student achievement effects of technology-supported remediation of understanding of fractions. International Journal of Mathematical Education in Science and Technology, 40(6), 713-727. Seo, Y. & Bryant, P. (2009). Analysis of Studies of the Effects of Computer-Assisted Instruction on the Mathematics Performance of Students with Learning Disabilities. Computers & Education, 53, 913-928.
Simsek, O., (2016). "Use of a Game-Based App as a Learning Tool for Students with Mathematics Learning Disabilities to Increase Fraction Knowledge/Skill”. Graduate Theses and Dissertations. http://scholarcommons.usf.edu/etd/6390.
Stockwell, G. (2007). A review of technology choice for teaching language skills and areas in the CALL literature. ReCALL, 19(2), 105-120.
Vesselinov, R., & Grego, J. (2012). Duolingo effectiveness study: Final report. New York: City University of New York. Retrieved May 12, 2106 fromhttp:// static. Duolingo .com /s3/ DuolingoReport_Final.pdf.
Walker, H. (2011). Evaluating the effectiveness of apps for mobile devices. Journal of Special Education Technology, 26(4), 59-63. Whitescarver, Erin L., (2018). "Effect of mnemonics on the vocabulary acquisition and retention of high school students with learning disabilities". Theses and Dissertations. 2567. https://rdw.rowan.edu/etd/2567.
Yell, M., (2017). “Individualization Is Special Education: A Response to Czapanskiy.” Journal of Law and Education, 46(2), Jefferson Law Book Company, p. 245.