Nearpod Based Instruction in Teaching English as a Trend in Education
DOI:
https://doi.org/10.51699/ijllal.v4i1.238Keywords:
Nearpod, Trends in EducationAbstract
Traditional teaching approaches are being transformed by the unstoppable trend of technology integration in education. Nearpod, a dynamic platform that provides interactive and interesting chances for educators to develop English speaking abilities, is one significant invention in this area. This abstract examines the emerging practice of using Nearpod as a teaching tool to improve students' English-speaking ability. This study utilized class action research in order to investigate in summary. Nearpod stands out as a cutting-edge development in English language instruction, providing fresh tools to motivate and empower students as they improve their speaking skills. This study reported on the findings of the implementation of an online tool for conducting synchronously and interactively, as well as its impact on the students'’ activeness in learning intensive Speaking. This class action research study involved 46 students from English Language Education study program of Makassar state university. Cycle 1 and cycle 2 were conducted and a survey was used to obtain data on students' thoughts toward the app's adoption. The data was evaluated using descriptive statistics, which led to the conclusion that the experimental group did marginally better than the control group participants. Furthermore, low-performing students showed more substantial improvement after using the program than their higher-performing friends. This abstract emphasizes how crucial it is to incorporate Nearpod into contemporary language education approaches in order to prepare students to be much better for success in a globalized environment.
References
Akkakoson, S. (2016). Speaking anxiety in English conversation classrooms among Thai students. Malaysian Journal of Learning and Instruction, 13(1), 63-82.
Alawadhi, A., & Thabet, R. A. (2023). Using Nearpod to Promote Engagement in Online ESL Classes: A Mixed-Methods Study in the Context of Higher Education. In BUiD Doctoral Research Conference 2022: Multidisciplinary Studies (pp. 117-129). Cham: Springer Nature Switzerland.
Alawadhi, A. (2023). Using Nearpod to Promote Engagement in Online ESL Classes: A Mixed-Methods Study in the Context of Higher Education. Lecture Notes in Civil Engineering, 320, 117–129. https://doi.org/10.1007/978-3-031-27462-6_11
Fatayan, A. (2023). Effectiveness of technology-based learning with the Nearpod application. World Transactions on Engineering and Technology Education, 21(3), 187–192. https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85171594329&origin=inward
https://www.atlantis-press.com/proceedings/ichess-21/125967120
Jao, C. Y., Yeh, H. C., Huang, W. R., & Chen, N. S. (2022). Using video dubbing to foster college students’ English-speaking ability. Computer Assisted Language Learning, 1-23.
Kalsum, I. (2021). Nearpod and students’ motivation in online english learning. International Academic Research Journal of Business and Technology, 7(1), 1-7.
Lowry-Brock, M. R. (2016). The effect of using Nearpod as a tool of active learning in the high school science classroom.
Murillo-Zamorano, L. R., Sánchez, J. Á. L., & Godoy-Caballero, A. L. (2019). How the flipped classroom affects knowledge, skills, and engagement in higher education: Effects on students' satisfaction. Computers & Education, 141, 1-18. https://doi.org/10.1016/j.compedu.2019.10360
Musa, M. A. A., & Al Momani, J. A. (2022). University Students' Attitudes towards Using the Nearpod Application in Distance Learning. Journal of Education and E-Learning Research, 9(2), 110-118.
Nearpod. . (2021). Retrieved 21 September 2023, from https://schlr.cnki.net/zn/Detail/index/WWMERGEJ LAST/SJPM3F0BA7F82DCE79BACBB7D1E528 AF8716
Pupah, E. M., & Sholihah, U. (2022). Enhancing EFL students’ reading learning process in COVID-19 pandemic through Nearpod. Englisia: Journal of Language, Education, and Humanities, 9(2), 17-31.
Qi, Y., Shen, E., & Xue, S. (2021, December). Applying Nearpod to 11th Grade to Improve Classroom Interactions. In 2021 4th International Conference on Humanities Education and Social Sciences (ICHESS 2021) (pp. 1791-1796). Atlantis Press.
Salvador-Cisneros, K. A., & Conza-Armijos, H. I. (2022, December). Implementation of Nearpod for Formative Assessment in Ecuadorian
Student Teacher Education. In Proceedings of the 2022 5th International Conference on Education Technology Management (pp. 135-140).
Salvador-Cisneros, K. A. (2022). Implementation of Nearpod for Formative Assessment in Ecuadorian Student Teacher Education. ACM International Conference Proceeding Series, 135–140. https://doi.org/10.1145/3582580.3582613
Sanmugam, M., Selvarajoo, A., Ramayah, B., & Lee, K. W. (2019). Use of Nearpod as Interactive Learning Method. IN TED2019 Proceedings, 1, 8908–8915. https://doi.org/10.21125/inted.2019.2219
Santos, I. M., Bocheco, O., & Habak, C. (2018). A survey of student and instructor perceptions of personal mobile technology usage and policies for the classroom. Education and Information Technologies, 23(2), 617–632. https://doi.org/10.1007/s10639-017-9625-y
Trinh, T. N. A. (2023). Improving Students' Self-Study Capacity in Online Teaching at the University of Technology, Vietnam National University Ho Chi Minh City: A Discussion. International Journal of TESOL & Education, 3(1), 144-153.
Van Le, H. H., & Doan, T. K. O. (2023, March). EFL Students' Perceptions of Using Nearpod in Online English Learning. In ICTE Conference Proceedings (Vol. 3, pp. 98-117).
Zhao, W. (2021, December). Applying Nearpod to the teaching Chinese as a Second Language class to enhance interactions and collaborations in the secondary schools. In 2021 4th International Conference on Humanities Education and Social Sciences (ICHESS 2021) (pp. 1478-1483). Atlantis Press.
