Submit Search
Upload
201611301553....
•
0 likes
•
25 views
N
Nourhan Ghazy
Follow
Report
Share
Report
Share
1 of 1
Download now
Download to read offline
Recommended
BSc Computer Science_Certified
BSc Computer Science_Certified
Ramaru Rupert
escola
206
206
Pelo Siro
History of Coldplay
History of Coldplay
Sofia Green
December 2015 Holiday Letter to Friends of BrightSide Animal Center of Redmond, Oregon
BrightSide 2015 Holiday Letter
BrightSide 2015 Holiday Letter
dogues
A highly motivated and experienced Supply Chain Manager with a proven track record of successfully leading and implementing process improvements across all areas of the supply chain/initiatives and teams within global companies. Demand Planning Production Planning Inventory Planning Outsourcing Customer Service People Management Inventory Control Warehouse Management Distribution Channel Logistics Purchasing
Nourhan Ghazy CV
Nourhan Ghazy CV
Nourhan Ghazy
Q3
Evaluation question 3
Evaluation question 3
Sofia Green
UniSA Academic Record copy
UniSA Academic Record copy
Richard Mason
Nourhan Ghazy CV
Nourhan Ghazy CV
Nourhan Ghazy
Recommended
BSc Computer Science_Certified
BSc Computer Science_Certified
Ramaru Rupert
escola
206
206
Pelo Siro
History of Coldplay
History of Coldplay
Sofia Green
December 2015 Holiday Letter to Friends of BrightSide Animal Center of Redmond, Oregon
BrightSide 2015 Holiday Letter
BrightSide 2015 Holiday Letter
dogues
A highly motivated and experienced Supply Chain Manager with a proven track record of successfully leading and implementing process improvements across all areas of the supply chain/initiatives and teams within global companies. Demand Planning Production Planning Inventory Planning Outsourcing Customer Service People Management Inventory Control Warehouse Management Distribution Channel Logistics Purchasing
Nourhan Ghazy CV
Nourhan Ghazy CV
Nourhan Ghazy
Q3
Evaluation question 3
Evaluation question 3
Sofia Green
UniSA Academic Record copy
UniSA Academic Record copy
Richard Mason
Nourhan Ghazy CV
Nourhan Ghazy CV
Nourhan Ghazy
201611301554.......
201611301554.......
Nourhan Ghazy
201611301553.
201611301553.
Nourhan Ghazy
201611301554......
201611301554......
Nourhan Ghazy
Question 5. How did you attract/address your audience
AS Media Evaluation Question 5
AS Media Evaluation Question 5
Gridders
Nourhan Ghazy Logistics CV
Nourhan Ghazy Logistics CV
Nourhan Ghazy
informe periodistico
Agrupacion de albañiles. capitulo 1º.
Agrupacion de albañiles. capitulo 1º.
Luis Bados Ramirez
informacion
Agrupacion de albañiles. capitulo 2º.
Agrupacion de albañiles. capitulo 2º.
Luis Bados Ramirez
informe de urbanismo e história
La ermita de la soledad
La ermita de la soledad
Luis Bados Ramirez
¡No hay mejor regalo para tu hijo que el tiempo que compartes con él! Baby'n'Joy ha preparado una selección de los mejores centros para que puedas disfrutar de diferentes actividades con tu hijo: ¡Manualidades, música, danza, arte, juego en familia, yoga, cocina y muchas actividades más! Las actividades constan de más de una sesión para que realmente puedas notar los beneficios en su desarrollo y posteriormente puedas aplicarlo en casa. ¡Consulta nuestro catálogo y escoge la actividad que más te guste! El cofre de Actividades para niños y niñas de 3 años, es una bonita alternativa a la ropa o a los juguetes que se regalan habitualmente en el bautizo o en un cumpleaños. ¡Qué mejor regalo que regalar la posibilidad de disfrutar de tiempo en familia!
Actividades divertidas para niñ@s de 3 años
Actividades divertidas para niñ@s de 3 años
Baby'n'Joy
Post production
Post production
Post production
Naamah Hill
ejercicios para trabajar el soplo y la respiración
Soplo bob esponja
Soplo bob esponja
Adriana Duran
When one thinks of Japan today, technology quickly springs to mind alongside the images of sushi, cherry blossoms, and kimonos. Japan is in fact a technology-driven country that manufactures millions of high-tech gadgets; however, digital literacy levels are comparatively low amongst its generation of digital natives. Anecdotal evidence suggests that while Japanese university students are skillful at using smartphone applications such as LINE and are even occasionally addicted to gaming, many are not avid technophiles when it comes to education. Therefore, availability and accessibility of computer technology do not necessarily guarantee its usability, and that is why technology has not yet been normalized in Japanese educational settings. As an initial step in designing and developing a web-based EGAP (English for General Academic Purposes) course at Osaka University, this study seeks to assess Japanese learners’ perceived e-readiness for learning English online. An adapted version of the Technology Survey, developed by Winke and Goertler (2008) and translated into Japanese by the researchers, was used to collect data from a sample of 175 undergraduate Japanese students majoring in both humanities and sciences. The questionnaire items asked about respondents’ ownership of and access to technology tools (such as PCs, laptops, printers, and webcams), their ability in performing user tasks from basic to advanced (e.g., copying and pasting texts and editing videos), their personal educational use of Web 2.0 tools (for instance, blogs, wikis, podcasts, and social networking websites), and their willingness to take online English courses. Overall, the results indicate that students have personal ownership and sufficient access to digital devices as well as the Internet either at home or on campus. Despite having low keyboarding skills in English, they also have a solid command of knowledge and practice of Web 2.0 tools for daily life, but not for educational purposes. This might explain why around 40% percent of the students are reluctant to take online courses which makes CALL-focused digital literacy training an essential element in implementing the prospective EGAP online course. The present study further highlights the importance of assessing learners’ CALL readiness prior to the delivery of an online course.
Developing an EGAP Online Course: Are Japanese Digital Natives Ready?
Developing an EGAP Online Course: Are Japanese Digital Natives Ready?
Parisa Mehran
More Related Content
Viewers also liked
201611301554.......
201611301554.......
Nourhan Ghazy
201611301553.
201611301553.
Nourhan Ghazy
201611301554......
201611301554......
Nourhan Ghazy
Question 5. How did you attract/address your audience
AS Media Evaluation Question 5
AS Media Evaluation Question 5
Gridders
Nourhan Ghazy Logistics CV
Nourhan Ghazy Logistics CV
Nourhan Ghazy
informe periodistico
Agrupacion de albañiles. capitulo 1º.
Agrupacion de albañiles. capitulo 1º.
Luis Bados Ramirez
informacion
Agrupacion de albañiles. capitulo 2º.
Agrupacion de albañiles. capitulo 2º.
Luis Bados Ramirez
informe de urbanismo e história
La ermita de la soledad
La ermita de la soledad
Luis Bados Ramirez
¡No hay mejor regalo para tu hijo que el tiempo que compartes con él! Baby'n'Joy ha preparado una selección de los mejores centros para que puedas disfrutar de diferentes actividades con tu hijo: ¡Manualidades, música, danza, arte, juego en familia, yoga, cocina y muchas actividades más! Las actividades constan de más de una sesión para que realmente puedas notar los beneficios en su desarrollo y posteriormente puedas aplicarlo en casa. ¡Consulta nuestro catálogo y escoge la actividad que más te guste! El cofre de Actividades para niños y niñas de 3 años, es una bonita alternativa a la ropa o a los juguetes que se regalan habitualmente en el bautizo o en un cumpleaños. ¡Qué mejor regalo que regalar la posibilidad de disfrutar de tiempo en familia!
Actividades divertidas para niñ@s de 3 años
Actividades divertidas para niñ@s de 3 años
Baby'n'Joy
Post production
Post production
Post production
Naamah Hill
ejercicios para trabajar el soplo y la respiración
Soplo bob esponja
Soplo bob esponja
Adriana Duran
When one thinks of Japan today, technology quickly springs to mind alongside the images of sushi, cherry blossoms, and kimonos. Japan is in fact a technology-driven country that manufactures millions of high-tech gadgets; however, digital literacy levels are comparatively low amongst its generation of digital natives. Anecdotal evidence suggests that while Japanese university students are skillful at using smartphone applications such as LINE and are even occasionally addicted to gaming, many are not avid technophiles when it comes to education. Therefore, availability and accessibility of computer technology do not necessarily guarantee its usability, and that is why technology has not yet been normalized in Japanese educational settings. As an initial step in designing and developing a web-based EGAP (English for General Academic Purposes) course at Osaka University, this study seeks to assess Japanese learners’ perceived e-readiness for learning English online. An adapted version of the Technology Survey, developed by Winke and Goertler (2008) and translated into Japanese by the researchers, was used to collect data from a sample of 175 undergraduate Japanese students majoring in both humanities and sciences. The questionnaire items asked about respondents’ ownership of and access to technology tools (such as PCs, laptops, printers, and webcams), their ability in performing user tasks from basic to advanced (e.g., copying and pasting texts and editing videos), their personal educational use of Web 2.0 tools (for instance, blogs, wikis, podcasts, and social networking websites), and their willingness to take online English courses. Overall, the results indicate that students have personal ownership and sufficient access to digital devices as well as the Internet either at home or on campus. Despite having low keyboarding skills in English, they also have a solid command of knowledge and practice of Web 2.0 tools for daily life, but not for educational purposes. This might explain why around 40% percent of the students are reluctant to take online courses which makes CALL-focused digital literacy training an essential element in implementing the prospective EGAP online course. The present study further highlights the importance of assessing learners’ CALL readiness prior to the delivery of an online course.
Developing an EGAP Online Course: Are Japanese Digital Natives Ready?
Developing an EGAP Online Course: Are Japanese Digital Natives Ready?
Parisa Mehran
Viewers also liked
(12)
201611301554.......
201611301554.......
201611301553.
201611301553.
201611301554......
201611301554......
AS Media Evaluation Question 5
AS Media Evaluation Question 5
Nourhan Ghazy Logistics CV
Nourhan Ghazy Logistics CV
Agrupacion de albañiles. capitulo 1º.
Agrupacion de albañiles. capitulo 1º.
Agrupacion de albañiles. capitulo 2º.
Agrupacion de albañiles. capitulo 2º.
La ermita de la soledad
La ermita de la soledad
Actividades divertidas para niñ@s de 3 años
Actividades divertidas para niñ@s de 3 años
Post production
Post production
Soplo bob esponja
Soplo bob esponja
Developing an EGAP Online Course: Are Japanese Digital Natives Ready?
Developing an EGAP Online Course: Are Japanese Digital Natives Ready?
Download now
