| Abstract |
The purpose of this research was to synthesize the theoretical and designing frameworks of mobile learning flipped classroom collaborated with AI-assisted Learning tool to enhance reading comprehension ability for Teenage EFL students. There were two main procedures employed in this study: 1) document analysis which was examining and analyzing the principles, theories, and related research studies, and 2) Conducting the contextual study, to synthesize the theoretical and designing frameworks. The result of synthesizing revealed that the theoretical framework consists of six bases: 1) Psychological base, 2) Pedagogical base, 3) Technological base, 4) Contextual base, 5) Reading comprehension base, and 6) AI-assisted Learning base. Level of consistency of theoretical framework was at “Very consistent” level (mean (x ̅): 4.50 and S.D.: 0.12). Additionally, there are four main components of designing framework including 1) Activation of cognitive structure and reading comprehension, 2) Enhancement of cognitive equilibrium, 3) Enhancement of cognitive structure and reading comprehension, and 4) Enhancement of Knowledge construction. And it consisted of six elements: 1) Problem base and Learning tasks, 2) Learning Resources, 3) Scaffolding Center, 4) Reading comprehension center, 5) Social & Contextual Support, and 6) Coaching. The level of consistency of the designing framework was at “Consistent” level (mean (x ̅)= 4.15 and S.D.= 0.34). |
Publication
Journal Publication
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