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“When We See Strange Words†: Student-centered Experiences Using Dictionary Apps Within and Beyond the English Language Classroom in Palestine

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  • Kefah A. Barham
  • Rachel Clarke

Abstract

Mobile technologies have been shown to be potential aids in improving language learning a long with computer technology, The purpose of this study was to examine students’ perceptions of their socio-affective learning practices when utilizing dictionary applications on their mobile phones. Twenty-five undergraduates were chosen at random from a group of 110 students to engage in five focus group discussions about their experiences using mobile dictionaries as learning tools in the West Bank and Palestine. The analysis of the data identified four main themes in the described experiences, each of which is related to specific socio affective aspects of learning and feelings of self-efficacy: feeling confident in their knowledge, independence in their learning, changing the pace of learning outside of the classroom, and overcoming obstacles like multiple meanings, Arabic accents, and technological distractions. The study’s proposals for adding more socio-technical pedagogies to English language instruction for Arabic learners are its conclusion.

Suggested Citation

  • Kefah A. Barham & Rachel Clarke, 2022. "“When We See Strange Words†: Student-centered Experiences Using Dictionary Apps Within and Beyond the English Language Classroom in Palestine," SAGE Open, , vol. 12(4), pages 21582440221, December.
    • Handle: RePEc:sae:sagope:v:12:y:2022:i:4:p:21582440221141697
    DOI: 10.1177/21582440221141697
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    References listed on IDEAS

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    1. Tilman Brück & Michele Di Maio & Sami H Miaari, 2019. "Learning The Hard Way: The Effect of Violent Conflict on Student Academic Achievement," Journal of the European Economic Association, European Economic Association, vol. 17(5), pages 1502-1537.
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