Previous studies compare quantitative feedback ratings of student peers and instructors, but new presentation-feedback technologies enable qualitative-feedback comparison. This study extends previous research by comparing qualitative feedback and business professionals' feedback. Compared to the professionals, the instructors provided similar…

The 21st century technological advancement has revolutionized instructional classroom practices. Lecturers deal with tech-savvy learners, and thus, need to be taught by utilizing updated and technological-based platforms for a more meaningful learning engagement. The study was aimed at investigating the impact of LoiLooNote digital graphic…

Albeit Task-Based Language Teaching (TBLT) has been extensively researched, there appears to be limited studies that focus on the effects of multimedia technology (MT) enhanced TBLT approach on EFL development. A study was conducted to examine the effects of a MT imbued TBLT, i.e. Multimedia Task-Based Teaching and Learning (MMTBLT) approach on…

According to a recent research carried out by Aruba Networks (2014) in the US, the UK, France, Spain, Germany, Sweden, South Africa, Saudi Arabia and UAE, 86% of all respondents have two or more devices that can connect to the internet, and nearly two thirds (64%) already own three or more mobile devices with this feature; another 39% own four or…

This e-book is a celebration of and reflection on 10 years of the LLAS elearning symposium, an event which is run by the Centre for Languages, Linguistics and Area Studies (LLAS) based at the University of Southampton, UK. Over the past ten years, the symposium has followed the innovations brought about in the digital realm and has offered a…