Article Per Year (5 Year)
p-Index From 2020 - 2025
0.444
P-Index
This Author published in this journals
All Journal Studies in English Language and Education Educational Studies: Conference Series
Saad, Mohd Rashid Mohd
Unknown Affiliation
Arts Humanities Education Languange, Linguistic, Communication & Media Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Systematic Review of Spatial Thinking in Mathematics Education Riyan Hidayat; Saad, Mohd Rashid Mohd; Ismail, Normala; Noor, Mohd Asri Mohd
Educational Studies: Conference Series Vol. 3 No. 1 (2023)
Publisher : Faculty of Teacher Training and Education, Mulawarman University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/escs.v3i1.2571

Abstract

The objective of this study is to perform a comprehensive analysis of existing research on spatial thinking abilities using a Systematic Literature Review (SLR). To achieve this, five search engines (Scopus, SpringerLink, ScienceDirect, ProQuest, and ERIC) were utilized during various stages, including identification, screening, eligibility, inclusion, and data analysis. Adhering to the PRISMA reporting rules, a total of 22 articles were included, selected mainly from the sorted studies. The results of our research indicate that there were four studies conducted using a mixed method approach, while nine studies utilized a quantitative approach, and another nine focused on qualitative methods. The number of studies investigating spatial thinking has consistently increased over the years. The findings section revealed that the majority of studies on this subject were authored by researchers from the USA, followed by authors from Australia, Turkey, Israel, Germany, Spain, China, Slovakia, Japan, Mexico, South Africa, and the United Kingdom.
Thai EFL university students views on the effectiveness of Duolingo for enhancing listening and speaking skills Lo, Yueh Yea; Shah, Shanina Sharatol Ahmad; Hasim, Zuwati; Senom, Fatiha; Saad, Mohd Rashid Mohd; Thienpermpool, Pateera
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.40517

Abstract

The current study aims to assess 150 Thai English as a Foreign Language (EFL) first-year university students perspectives on the efficacies of Duolingo, a popular mobile language application in improving English listening and speaking skills. Given the growing importance of mobile-assisted language learning (MALL) in enhancing language proficiency, this study investigates Duolingos potential to address the common challenges faced by EFL learners in developing these essential skills. The data were collected using a quantitative method, namely a structured questionnaire, to record participants attitudes towards Duolingo and corresponding experiences. Simultaneously, Gibson and Browns (2009) thematic technique was employed to analyse the open-ended responses. The results show that a high Duolingo usage level was discovered at 32.0% daily usage and 42.0% several times weekly, which underscored Duolingo integration into linguistic learning journeys. The participants also pinpointed crucial benefits, such as affordability, structured learning, convenience, diverse content, interactivity, audio exercises, and adaptive technologies. Nevertheless, 26.0% of the students described several limitations, including audio quality discrepancies, insufficient real-life conversational practices, and limited topic coverage. Furthermore, a significant gender distribution was demonstrated, with 70.7% females and 29.3% males. The findings posit that female students tended to or possessed higher accessibility to language learning technologies, including Duolingo. The findings reflect broader societal factors impacting educational preferences and opportunities. The study outcomes also contributed to educators and developers to improve digital tools for diverse language learning requirements.
Co-Authors Hasim, Zuwati Ismail, Normala Lo, Yueh Yea Noor, Mohd Asri Mohd Riyan Hidayat Senom, Fatiha Shah, Shanina Sharatol Ahmad Thienpermpool, Pateera