Available online: https://jurnal.ustjogja.ac.id/index.php/JELLy
Designing online reading materials in schoology for eight- graders at SMP N 3 Gedangsari
Sudarmi Sudarmi
SMP N 3 Gedangsari. Jetis, Hargomulyo, Gedangsari, Gunungkidul, Yogyakarta 55863, Indonesia
*Corresponding author. Email: [email protected] Received: 3 March 2022; Revised: 14 May 2022; Accepted: 03 January 2023
Abstract: In the digital era, the use of technology in teaching learning process is a must. Technology plays an important role in language learning and instructional material design. It is a tool to support the creation of material. Schoology is one of online learning media used to deliver the content of teaching to the students. It can be easily accessed by the students anytime and everywhere. The objective of this research is to design online reading materials in Schoology for eight graders of SMP N 3 Gedangsari.
This research uses the qualitative method. The subjects of this study were 30 students of the eight- graders of SMP Negeri 3 Gedangsari. The data were taken from document analysis, observation, and interview. The reading materials were designed based on Nation and Macalister (2010) material design and uploaded in Schoology. The goals of learning stated from basic competencies in 2013 Curriculum.
The content and sequencing consist of topic, type of text, vocabulary, grammar, and language function.
The format and presentation followed scientific approach steps. The monitoring and assessment contain some tasks. Then, the material design applied in the teaching learning process in the classroom. The result showed that online reading materials in Schoology could help students to achieve the goals of learning and improve students’ reading skill. They are able to determine the meaning of vocabulary in content, learn grammar, identify the purpose of the text, identify the generic structureof the text, understand the language function, find main idea, identify stated and unstated details, find reference, and make conclusion.
Keywords: Schoology Online Learning;Reading Materials; Reading Skill
How to Cite: Sudarmi, S. (2023). Designing online reading materials in schoology for eight- graders at SMP N 3 Gedangsari. Journal of English Language Literacy, 1(1), 25-36.
https://doi.org/10.36597/jelly.v1i1.14253
Introduction
Indonesian government involves English as a compulsory subject in Junior High School to University level. In 2013 Curriculum, English subject consists of core competency as the content of the curriculum and basic competency as the explanation of each lesson. In Junior High School, those competencies require students to reach functional level. At functional level, stu- dents have to be able to use English to get things done and for survival purposes (buying and selling, asking and giving permission, making and canceling appointments, read and write sim- ple texts, read popular science, and so on). Those competencies are designed to give students learning experiences in developing their English skills. It involves listening, speaking, reading and writing. By mastering those skills, students will be able to use English in their daily commu- nication.
Furthermore, those competencies are designed to give students learning experiences in developing their English skills. It involves listening, speaking, reading and writing. By mastering those skills, students will be able to use English in their daily communication. Reading is one
of the important skills that teachers expect students to acquire. In the teaching learning pro- cess, students are required to read materials in the textbook. Through reading, information from written text is stored. Even, most formal tests use the written words as a stimulus for the response. So, reading is one of the essential skills to be mastered.
Learning material is also one of the important things that must be fulfilled in English langu- age teaching. Instructional material in the teaching learning process need more concern. It is important to be concerned whether the material is compatible or not with the learning objecti- ves. Learning material is a key component in most language programs. It also serves as the basis for much of the language input learners received and the language practice that occurs in the classroom.
Based on the observation, it was found some problems in reading English at eighth graders of SMP Negeri 3 Gedangsari.The first, students do not understand the content and the vocabu- lary of a reading passage. They got difficulties in finding the information from a text. These problems impede their reading skill development. As a result, the students would become demotivated toward reading. It can be seen from their unwillingness in reading and got depressed in catching the main idea of a text.
Some reading materials in the English book “When English Rings a Bell” given by the go- vernment were not appropriate with the curriculum and syllabus. There were some functional texts in the eighth graders of Junior High School such as invitation, greeting cards, recount text, short message and announcement. As stated in the basic competence, students have to identify social function, generic structure, and language features of those texts. While in the textbook there is no explanation or task about social function, generic structure, and language features of the texts. The texts do not followed by various comprehension questions, grammar exercise and vocabulary builder. The learning activities consist of speaking and writing but less activities on reading. The materials more emphasize on practicing the dialog then continue with writing activities. So, the students did not understand the texts clearly. The teacher also had to explain the materials in several times. The teaching learning process did not run effectively.
The teaching learning process did not use technology as well. In the globalization era, the use of technology in teaching and learning process is a must. It is very important to prepare students in the digital era where learning can be taken anytime and everywhere. It means that the teacher has to use technology in teaching learning process. Schoology is one of e-learning platforms for interaction and collaboration between teacher and students as well as students and students. The teacher can upload all materials such as picture, video, text, quiz and so on.
It will be more interactive, interesting, and the students will not be bored. Moreover, every student will be an autonomous learner. They can learn outside the class. It promotes mobile learning experiences beyond the language classroom.
Based on the background, the identification, and limitation of the research, the researcher formulated the problems on how reading materials for the eighth graders of SMP Negeri 3 Gedangsari be designed in enhancing students’ reading skill?
Literature Review Definition of Reading
Reading is one of the important skills that teachers expect students to acquire. Reading is a crucial cornerstone for students to be successful at school, at work, and in society. According to Harmer (2007) reading activity provides good chances to study language vocabulary, grammar, punctuation, how to construct sentences, paragraph, and texts.
According to Hedgcock and Ferris (2018) reading is not only cognitive skill but also the knowledge of sociocultural structures and ideologies. It means that reading is part of literacy.
It entails the knowledge of language and how to use it in society. It includes the understanding of culture, belief systems, attitudes, ideas, and values.
While Grellet and Francoise (1981) said that reading means the process of understanding and catching the information from written text. Through reading, information from written text is stored. The process of reading will run effectively as interactive process of exchanging the idea via texts. Then, the students will reconstruct the meaning or message from the text even more able to give the responses.
Referring to all explanations above, it can be concluded that reading is a process of retaining information from texts. It includes word recognition, finding the main idea, understanding the details, recognizing the structure of the text and getting the message from the writer and grasping the importance of the ideas in the text.
In order to reach the purpose of reading and their skill development, reading strategies are needed. The readers are expected to be able to respond to the content of reading text, not just to the language. According to Rubin (1987) reading strategies consist of operations, steps, plans, routines used by readers to facilitate the obtaining, storage, retrieval, and use of informa- tion. Brown (2004) stated that there are many strategies for reading comprehension as follows:
(a) identify your purpose on reading text; (b) use lexical analysis (prefix, roots, suffixes, and so on) to describe meaning; (c) guess meaning of words, idioms, when you are not certain; (d) skim the text for the gist and for main idea; (e) scan the text for specific information (name, dates, key word); (f) distinguish between literal and implied meaning.
English Language Learning Material
Materials are the important component in teaching learning process. They are the basis language input that should be received by students. According to Richards and Renandya (2002) there are three kinds of materials used in the classroom. The first is printed materials such as books, workbooks, and worksheets. The second is non-print material such as audio materials, videos, or computer-based materials. The third is both print and non-print materials such as materials from the internet. There are some others materials can be used in teaching learning process such as magazines, newspapers, and materials from television.
It can be concluded that English material refers to all teaching materials for learning English.
It contains what is taught to the students. In order to have effective teaching and learning process, English materials are completed with tests, vocabulary, grammar, and exercises. It can be organized into an English textbook or upload it in the internet.
Characteristics of Good Material
A good material has some characteristics. According Macalister and Nation (2019) the criteria of good material based on the material design process are (1) The materials should suit the environment in which it will be used; (2) The materials should meet the needs of the learners; (2) The materials should apply sensible principles of teaching and learning; (4) The goals of the materials should match the goals of the course; (5) The content of the materials should suit the proficiency level of the learners and reflect sensible selection and sequencing principles; (6) The materials are interesting and use effective techniques; (7) The materials should include tests and ways of monitoring progress.
In conclusion, the criteria of good materials in curriculum design process are that the materials should suit to the environment and the students’ need, apply the principle of teaching and learning, match with the goal of learning, suit the proficiency level of the students and well
sequenced, interesting and used effective techniques, and include test as ways of monitoring the learning progress.
Teaching and Learning Media
Technology plays an important role in language learning and instructional material design.
It is a tool to support the creation of material. The teachers use technology to deliver the con- tent of teaching to their students. The rapid changes of technology have brought new learning experiences for students.
Schoology is one of online social learning networks and interactive learning management systems. It introduced by four college students named Jeremy Friedman, Ryan Hwang, Tim Trinidad, and Bill Kindler in 2007. The users can access via websites (www.Schoology.com). As a learning management system, Schoology provides various instructional tools, such as orga- nized lessons and self-paced learning, threaded discussions boards, micro-blogging, content migration and import (Sarrab et al., 2016). Teachers manage media-rich learning materials into folders and create various dynamic assessments and assignments, followed by online grading and commenting. Teachers prepare learning materials and assessment in advance and set their availability based on the allowed access time. The students and the teacher can share links, pictures, videos, or other media, while the other members can give comments or submit assignment on it.
Rosalina (2018) define the educational features in schoology e-learning are: (1) personalized homepage, ( 2) course profiles, ( 3) flexible instructional tools, ( 4) badges, ( 5) calendar, ( 6) online homework submission, (7) create assignment and events, (8) create test and quiz, (9) extended file support, (10) mobile learning making, (11) online grade book and attendance, and (12) customized grading options.
Material Design
The design of English reading material was conducted based on the theory proposed by Macalister and Nation (2019). The steps were stating goals, content and sequencing, format and presentation, and monitoring and assessment. They are presented as follows:
Learning Goals
The first was stating goals of learning. In this part the researcher formulated the goals of learning to fulfill students’ need and based on the basic competencies in 2013 Curriculum.
Content and sequencing
The content is formulated in the form of topic, text types, vocabulary, grammar, and language functions. Those were developed based on 2013 Curriculum and the result of need analysis. While sequencing is the order of content taught. It should be in the form of simple to complex or the repetition to enrich their knowledge. It is necessary to sequence the material by the level of difficulties. The content presented earlier should be simpler than later items.
Format and presentation
The format and presentation follows some theories of teaching. The suggested approach teaching is called Scientific Approach. It consists of observing, questioning, exploring, associating, and communicating.
Monitoring and assessing
Monitoring and assessing is needed to find out whether a course really meets the goals in an effective way and satisfies for the learners or not. Assessing is about how well the goals are achieved. The researcher provided various tasks and activities such as matching, multiple choice, essay, arranging words, and so on.
The researcher conducted field testing of reading materials in the classroom. In field testing the researcher validate whether the product which had been designed was effective to be used in real class or not. From the data recording, the researcher made transcription between teacher and students to know the effectiveness of reading materials. Then, the researcher evaluated the materials using expert judgment opinion. It aimed to know whether the materials are appropriate with students’ needs or not. The researcher revised based on suggestion from the expert.
Methods
The materials were developed based on Macalister and Nation (2019) theory. They were designed based on the result of need analysis. The material designt could be well implemented, evaluated, and revised to reach the criteria of effectiveness, quality, and same as the standard of education. Finally, it can meet the students need and interest in learning.
This study was conducted at one of Junior High School in Gunungkidul, Yogyakarta, namely SMP Negeri 3 Gedangsari. It is located at Jetis, Hargomulyo, Gedangsari, Gunungkidul, Yogya- karta. The school had been trying to implement the 2013 Curriculum to replace the previous KTSP Curriculum. The English teachers at SMP Negeri 3 Gedangsari had attended short trainings held by Dinas Daerah. They also had attended seminars, workshops or short training about the implementation of 2013 Curriculum held by English Teacher Forum (MGMP). They learned and shared ideas or experiences in implementing the curriculum.
To facilitate the implementation of 2013 Curriculum, the school providedsfacilitates such as:
books for learning materials, Wi-Fi, LCD, projector, and sound system. The textbooks were provided by school for each student. The teachers were also equipped with student book, teacher book and documents on teaching-learning materials and assessment. The internet facility allowed all teaching resources to be able to be presented in class more easily. The VIII A class used in this study consisted of 30 students, 12 males, and 18 females.
The data collection techniques used in this study were document analysis, interview, and observation. The explanations are as follows:
Document analysis
The document analyzed were English 2013 Curriculum, English syllabus, and “When English Rings A Bell” textbook for eighth graders of Junior High School. The document analysis aimed to gather information that used to develop reading materials.
Interview
Interview is conducted to find out the target needs of the teacher and students of the eighth graders of SMP N 3 Gedangsari, Gunungkidul through teacher’s view. Furthermore, interview is conducted to get information about school condition, students’ condition, teacher’s back- ground, English 2013 Curriculum, teaching method, and English textbook.
Observation
The class observation aimed to observe all activities done in the process of teaching reading in the classroom. The researcher recorded the teaching learning process and analyzed the transcription. It was useful in exploring the materials that may uncomfortable for the students in the teaching learning process.
In analyzing the data, the researcher used descriptive qualitative research. It is adapted from Qualitative Data Analysis by Miles et al. (2014). It can be seen as follows:
Data Reduction
Data reduction referred to the process of selecting, focusing, simplifying, abstracting, and transforming data from transcriptions. The data were taken from observation, interview, field note, and documentation. The researcher arranged and categorized the data in “final conclusions”.
Data Display
Data display is an organized, compressed, assembly of information that permits conclusion drawing and action. It is the major avenue to valid qualitative analysis. The data displayed clearly in qualitative explanation and supported by tables and charts. The researcher displayed the data as descriptions of the research that has been done.
Drawing
The researcher determined what thing mean is nothing regularities, patterns, explanations, possible configurations, causal flows, and prepositions. In drawing, the researcher tried to relating data, information, products, and all process of the research into clear explanations.
Verifying Conclusion
Conclusions were also verified as the analyst proceeds. Verification may be as brief as a fleeting second thought crossing the analyst mind during writing, with a short excursion back to the field notes, or it may be thorough and elaborate, length argumentation and review among colleagues to develop “intersubjective consensus” or with extensive efforts to replicate a finding in another data set. The researcher elaborated conclusion based on the research objectives, findings, and discussion.
Results and Discussion Document analysis
There were two documents analyzed in this research, the first document was the 2013 Curriculum and the second one was “When English Rings a Bell” textbook. From the analysis of 2013 Curriculum, There are four core competencies (KI) based on 2013 Curriculum (exist in English syllabus) for grade VIII of Junior High School students. KD 1 and 2 refer to building character and students’ attitude. KD 3 refers to students’ understanding and applying a text.
KD 4 refers to certain skill. There are three kinds of text presented in 2013 Curriculum for eighth graders. They are interpersonal, transactional, and functional to reach the goal of English teaching that is communicative competence.
From the analysis of textbook, it can be inferred that additional materials are needed in the textbook especially for reading in unit 4, 5, 11, and 12. The materials should represent the steps in scientific approach. The tasks and activities should be varied. Comprehension questions about texts should be added.
Classroom observation
The result of the classroom observation was (a) the students were mostly active in reading class; (b) the students have difficulties in understanding what recount text is. (c) the students got difficulty in comprehending or to understand the text because they were not rich enough vocabulary. d) the textbook did not provide list of vocabularies and grammar used in recount text.
Interview
The English teacher of SMP N 3 Gedangsari, Gunungkidul was interviewed in this need analysis. The interview was about reading materials needed by the students. The researcher found that the materials contained less grammar exercise and vocabulary builder. Although there are some vocabulary and grammar exercises, there was no example which is match with the material being learnt.
Material Design
Based on Nation’s curriculum design process, stating goals of materials design, sequencing the content, format and presentation, and monitoring and assessment had to be done in process of material design. The material design is presented as follows:
Figure1. Screenshot of reading materials drafts in Schoology.
Based on the picture above, the objectives of learning are formulated in the form of basic competences of 2013 Curriculum. They are basic competence 3.4, 3.5, 3.11, 3.12. Content and sequencing in this material design are based on the need analysis and 2013 syllabus. The materials are invitation, greeting card, recount, and announcement. The sequence of the materials follows the order of basic competence in 2013 Curriculum. Invitation text is given before greeting cards as the basic order of the basic competence. The materials are sequenced from easy to difficult.
The Figure 2 shows the format and presentation of the materials in Schoology. In presenting the materials the researcher used the suggested approach in 2013 Curriculum called scientific approach. So, the activities in the reading class were based on the five steps of scientific approach, they were observing, questioning, exploring, associating, and communicating.
In the observing step, students observed some pictures or video related to the topic discussed. Then, in the questioning step, students questioned the teacher or friends about what
should they know from the pictures given. In the next step, exploring, the students were given a text to read and answering questions about generic structure of the text, purpose of the text, and so on. In the fourth step, associating, students compared two texts and find the differences.
In the last step, communicating, students were asked to write a text based on the situation given and communicate it in front of the class.
Figure 2. The example of reading materials in Schoology
Figure 3. Screenshot of vocabulary task in Schoology
The figure 3 shows monitoring and assessment part in Schoology. Monitoring and assess- ment is done by conducting field testing to see whether the product is good and effective or not. In this field testing, the collaborator observes and gives feedback for the improvement of
the developed materials. The monitoring is done by observing how the students responded in the teaching learning activities in the classroom. In order to find out students’ achievement, the teacher divides the material into several tasks. The students do the task in Schoology online learning then they could see the results on it.
Draft Revision by Expert
The reading supplementary materials had been revised based on the expert judgment. The suggestions from the expert were about some grammatical errors in some instructions in each unit of materials and the technique of writing questions. Moreover, the expert also suggested to add some High Order Thinking Skills (HOTs) questions to the task in order to make the students were familiar with such questions.
Field Testing
The researcher used the materials in Schoology on Tuesday, October 3, 2019. The class started at 07.00 am. The researcher greeted the students and checked the students‟ atten- dance. Then, the researcher reviewed last materials. The last material is about expressions to invite someone such as „would you like to come to my party‟ and „would you join me to the beach‟. The students could remember and gave the example of the material well. It can be seen from the following extract:
Extract 1. Teacher and student interaction T: “…….Yuk beri contoh (pointing a student)”
S: “Would you come to my party?”
T: “Ya contohnya would you come to my party tonight. Sekarang yang would you join..(pointing another student)”
S: “Would you join me to the beach this afternoon?”
Then, the researcher introduced schoology e-learning web. The researcher asked the students, have they heard about schoology e-learning web. All of students did not know about schoology e-learning web and it was something new for them. Then, the researcher explained how to make an account. When the students were asked to make an account they forgot their email. So, the researcher assigned them to make their account later. In the observing, the students observed the picture and answering questions that have been provided in schoology web learning. In this part, the teacher could lead the discussion well. The students became active in answering the questions.
Extract 2. Observing phase
T: “… ... satu.. what’s she doing?”
Ss: “Tiup lilin”
T: “Tiup lilin bahasa inggrisnya apa?”
Ss: “Blow”
T: “Lilin?”
Ss: “Candy”
T: “Candy itu permen. Saya ulangi ya. She is blowing candles.
From the extract above, it is known that the students make prediction related to the picture and imply their opinion concerning with the picture. In this phase, the students learn how to think critically since they tried to predict by using and relate their previous knowledge. After finished the task, they have to submit their answer in schoology, so they can read again anytime and everywhere for learning.
In questioning, the teacher gave text and read it. Then the students repeated after the teacher. The students formed some questions using key words provided then used those questions to ask the teacher or their friends. The students were active in asking and answering questions. It can be seen as follows:
Extract 3. Questioning phase
T: “Saya buka pertanyaan siapa yang mau bertanya?”
S: “What’s the purpose of the text?”
T: “ Ya ada yang bisa menjawab? Untuk mengun..”
Ss: “Mengundang.. bahasa Inggrisnya bu?”
T: “To invite someone to come to someone’s occasion.”
The extract above shows that the students could form and ask questions to the teacher or their friends. This activity could increase their motivation and self-confidence. They not only tried to ask questions but also find the answers from their friends’ questions.
In exploring, the students did several activities such as grammar review, fill in the blanks, matching the vocabularies with their Indonesian meaning, reading a text and answering questions related to social function, generic structure, and language feature of the text being learned. It can be in the form of multiple choices and essays. It proved by following extract:
Extract 4. Vocabulary task.
T: “Ada yang sudah mengirim di schoology?”
Ss: “Sudah”
T: “Sudah… Yang ini sudah dikerjakan? Yang vocabulary builder?”
Ss: “Sudah”
T: “Ya kita lihat disini ada “come” artinya apa ini?”
Ss: “Datang”
T: “Yang mana?
Ss: “Yang H”
In this step the students have to find the meaning of some vocabularies. It aimed to prepare the students to be familiar with the vocabulary when they read a text. The picture above shows that the students could find the meaning of the vocabulary through matching task in schoology. They felt that it was a fun activity.
After did the vocabulary task, the students did another task. That is multiple choices task. In this part, the teacher gave invitation text and some questions. The students chose the best answer provided. The questions are about contents, social function, generic structure, and language feature of the text being learned.
It can be concluded that the online materials in Schoology is effective to be used in real class. The results are: (1) the students were actively involved in doing all the tasks and activities through the product. They were actively participating in responding teacher’s questions or even asking questions to the teacher or friends; (2) the level of difficulties was already appropriate with the students’ skills; (3) they felt that using Schoology for learning was a fun activity. For example, they could find the meaning of the vocabulary through matching task and see the result directly in the Schoology; (4) the materials were effective in enhancing students’ reading skills.
Revision by External Expert
The second revision was done after the materials implemented in the real class. The summary of the revision was as follow: (a) Need more vocabulary enrichment; (b) need more
time to practice in pronunciation in class; (c) need more time to practice grammar in pairs; (d) give more focus on reading.
Final Product Revision
The product which had been tried out, reviewed, and revised can be applied in the real class.
Based on the field testing, the materials were effective in enhancing students’ reading skill and the use Schoology could support the teaching learning process in the classroom.
The English reading materials is effective in enhancing students’ reading skill. From the field testing presented in chapter III, It can be concluded that: (1) the designed reading materials could help the students to be able in forming, asking, and responding the questions about materials being learned; (2) the designed reading materials could help the students to improve their vocabulary mastery through fun activities in Schoology. So, they could understand the meaning of words on the text given; (3) the designed reading materials could help the students to understand the grammar or language functions because it provides more explanations and tasks; (4) the designed reading materials provide various tasks that enable students to understand the detail information of the text; (5) the designed reading materials focus on reading activity, so the students could improve their pronunciation skill.
Conclusion
The design of reading material in this research followed the principles of material design by Macalister and Nation (2019). It started from finding need analysis through document analysis, classroom observation, and interview. The result of need analysis used to write a course grid.
At first, the researcher stated the goal of learning based on basic competence in 2013 Curri- culum. From those competencies, the researcher formed the learning objectives. Second, the researcher formed the content and sequencing. It consisted of topic, type of text, vocabulary, grammar, and language function. Third, the researcher formed format and presentation based on scientific approach. It consisted of observing, questioning, exploring, associating, and communicating. The last, in monitoring and assessment, the researcher checked students’
understanding about the materials through giving tasks such as essay, multiple choices, matching, and so on. Then, the developed materials got an expert judgments and field tested in the classroom in order to validate whether the materials can be used in the classroom or not. The developed materials revised and uploaded in Schoology web learning. It is designed for online learning and could be easily accessed by the students.
The reading materials helped students to achieve the goals of learning and improve stu- dents’ reading skill. They could determine the meaning of vocabulary in context, learn gram- mar, identify purpose of the text, generic structure, language function, find main idea, identify stated and unstated details, find references, and make conclusion related to the text. Those reading skills helped the students to produce a text and communicate it in the classroom.
Finally, it can be concluded that the materials designed based Macalister and Nation (2019) theory and scientific approach in 2013 Curriculum could help the students to improve students’
reading skills in SMP Negeri 3 Gedangsari. The designed materials revised and uploaded in Schoology web learning. The material is designed for online learning and it can be accessed easily by the students.
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