Second International ELT Conference,
Laayoune, April 26-28, 2019.
Abdellatif Zoubair.
abdellatif.zoubair@gmail.com
www.zoubaireltcommunity.ac.ma /
www.zoubaireltcommunity.wix.com/eduresources
Subject to Change: Social Media, Education & Contentious LiteraciesMartin Waller
Slides from my keynote presentation at the New Literacies, Digital Media and Classroom Teaching conference at the University of Tasmania on September 3rd 2011.
Subject to Change: Social Media, Education & Contentious LiteraciesMartin Waller
Slides from my keynote presentation at the New Literacies, Digital Media and Classroom Teaching conference at the University of Tasmania on September 3rd 2011.
Libyan Secondary School Students’ Metacognitive Online Reading Strategies and...inventionjournals
This study investigates the relationship between metacognitive online reading strategies and English language performance of EFL Libyan secondary school students. It explores the use of metacognitive online reading strategies by EFL Libyan secondary school students and identifies the problems that these students encounter while reading online. This study used mixed method design, both quantitative (questionnaire) and qualitative (interview). Data analysis was done using SPSS version 20.0 for quantitative data and Nvivo version 10 for qualitative data. The results showed that there is a positive significant relationship between metacognitive online reading strategies and English performance of EFL Libyan secondary school students. The study also found that the participants are moderate users of metacognitive online reading strategies and they face problems while reading online. The study suggests that teachers teach the metacognitive online reading strategies to students to improve their online reading process and help them to get the benefits of online sources in less time with less effort, which will be reflected positively in their English language performance.
This study is an assessment of teachersand pupils’perceptions use of digital pictures in teaching
reading fluency skills to primary three pupils in Sokoto metropolis, Sokoto state (Nigeria). The study employed
Mixed-design research method was employed where questionnaires and tests were administered only to both
teachers and pupils of experimental group. Two research questions were asked and answered using descriptive
statistics in form of frequency and mean. Questionnaires were used for data collection – one each for the
teacher and the pupils. The study found that both the teachers and the pupils were of the view that digital
pictures are recommendable tools for reading fluency instruction in the study area. Basedon these findings, the
study concluded that digital pictures are effective tools in teaching reading fluency skills to primary three pupils
in the study area. The study, therefore, recommends that, primary school teachers should be encouraged to use
digital pictures in their reading instructions.
Moving from Intercultural Contact to Intercultural Learning in Virtual Exchange Robert O'Dowd
Keynote presentation at Sixth International Conference on the Development and Assessment of Intercultural Competence:
Intercultural Competence and Mobility: Virtual and Physical
Utilisation des applications mobiles pour promouvoir l'apprentissage des langues étrangères: cas de l'anglais
Agadir, 17-18 Juillet 2019.
Abdellatif Zoubair
Libyan Secondary School Students’ Metacognitive Online Reading Strategies and...inventionjournals
This study investigates the relationship between metacognitive online reading strategies and English language performance of EFL Libyan secondary school students. It explores the use of metacognitive online reading strategies by EFL Libyan secondary school students and identifies the problems that these students encounter while reading online. This study used mixed method design, both quantitative (questionnaire) and qualitative (interview). Data analysis was done using SPSS version 20.0 for quantitative data and Nvivo version 10 for qualitative data. The results showed that there is a positive significant relationship between metacognitive online reading strategies and English performance of EFL Libyan secondary school students. The study also found that the participants are moderate users of metacognitive online reading strategies and they face problems while reading online. The study suggests that teachers teach the metacognitive online reading strategies to students to improve their online reading process and help them to get the benefits of online sources in less time with less effort, which will be reflected positively in their English language performance.
This study is an assessment of teachersand pupils’perceptions use of digital pictures in teaching
reading fluency skills to primary three pupils in Sokoto metropolis, Sokoto state (Nigeria). The study employed
Mixed-design research method was employed where questionnaires and tests were administered only to both
teachers and pupils of experimental group. Two research questions were asked and answered using descriptive
statistics in form of frequency and mean. Questionnaires were used for data collection – one each for the
teacher and the pupils. The study found that both the teachers and the pupils were of the view that digital
pictures are recommendable tools for reading fluency instruction in the study area. Basedon these findings, the
study concluded that digital pictures are effective tools in teaching reading fluency skills to primary three pupils
in the study area. The study, therefore, recommends that, primary school teachers should be encouraged to use
digital pictures in their reading instructions.
Moving from Intercultural Contact to Intercultural Learning in Virtual Exchange Robert O'Dowd
Keynote presentation at Sixth International Conference on the Development and Assessment of Intercultural Competence:
Intercultural Competence and Mobility: Virtual and Physical
Utilisation des applications mobiles pour promouvoir l'apprentissage des langues étrangères: cas de l'anglais
Agadir, 17-18 Juillet 2019.
Abdellatif Zoubair
The First International Annual Conference on Democratic Citizenship, organized by the Moroccan Center for Civic Education, MCCE, in Marrakech, Morocco, February 26-March 1, 2014.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. 2nd Int'l ELT Conference,2nd Int'l ELT Conference,
Laayoune, Ap. 19Laayoune, Ap. 19
How Powerful Reading
Really Is!
Second International ELT Conference,Second International ELT Conference,
Laayoune, April 26-28, 2019.Laayoune, April 26-28, 2019.
Abdellatif Zoubair.Abdellatif Zoubair.
abdellatif.zoubair@gmail.comabdellatif.zoubair@gmail.com
www.zoubaireltcommunity.ac.mawww.zoubaireltcommunity.ac.ma /
www.zoubaireltcommunity.wix.com/eduresourceswww.zoubaireltcommunity.wix.com/eduresources
2. 2nd Int'l ELT Conference,2nd Int'l ELT Conference,
Laayoune, Ap. 19Laayoune, Ap. 19
OutlineOutline
I. What reading?
II. Terminology
III. Features of successful reading programs
IV. Research findings on:
a. Impact of reading on language performance
b. Impact of reading on personal development
c. Online reading
V. Implications for us ELT practitioners ?
VI. Bibliography
3. 2nd Int'l ELT Conference,2nd Int'l ELT Conference,
Laayoune, Ap. 19Laayoune, Ap. 19
To reflect on (1)To reflect on (1)
““In teaching you cannot see the fruit of a day'sIn teaching you cannot see the fruit of a day's
work. It is invisible and remains so, maybe forwork. It is invisible and remains so, maybe for
twenty years.”twenty years.”
—— Jacques BarzunJacques Barzun (1907-2012)(1907-2012)
4. 2nd Int'l ELT Conference,2nd Int'l ELT Conference,
Laayoune, Ap. 19Laayoune, Ap. 19
I. What reading?I. What reading?
1.1. “Reading in which learners read large quantities of
material that is within their linguistic competence”
(Grabe and Stoller, 2002)
2. "Extensive reading means reading in quantity and in
order to gain a general understanding of what is read. It
is intended to develop good reading habits, to build up
knowledge of vocabulary and structure, and to
encourage a liking for reading."
(Richards, 2010)
5. 2nd Int'l ELT Conference,2nd Int'l ELT Conference,
Laayoune, Ap. 19Laayoune, Ap. 19
II. TerminologyII. Terminology
1. Free reading
2. Reading for pleasure
3. FVR / FEVER:
Free Voluntary Reading
4. RFF:
Reading for fun
5. SSR:
Sustained Silent Reading
6. 6. USR:
Uninterrupted Silent Reading
7. USSR
Uninterrupted Sustained Silent Reading
8. DEAR
Drop Everything And Read
9. POWER
Positive Outcomes While Enjoying Reading
. . .
2nd Int'l ELT Conference,2nd Int'l ELT Conference,
Laayoune, Ap. 19Laayoune, Ap. 19
7. 2nd Int'l ELT Conference,2nd Int'l ELT Conference,
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III. Characteristics of successful
extensive reading programs:
1. Aim:
Pleasure
2. Follow –up:
Little or none
3. Speed:
Fast
4. Amount:
Large
9. 2nd Int'l ELT Conference,2nd Int'l ELT Conference,
Laayoune, Ap. 19Laayoune, Ap. 19
IV. Research findings on:
a. Impact of reading on language
performance:
1. “Those who have more access to books read
better.” (McQuillan, 2010)
2. “Those who read more spell better.” (Polak
and Krashen 1988)
3. “Those who read more have more
grammatical competence.” (Gribbons 1996)
10. 2nd Int'l ELT Conference,2nd Int'l ELT Conference,
Laayoune, Ap. 19Laayoune, Ap. 19
4. “Those who read more have better
vocabularies.” (Cho, Park and Krashen 2008)
5. “Those who read more write better.” (S. Lee
2004)
6. “Those who read more do better on the
TOEFL.” (Mason 2006)
7. “Reading satisfies the need for humaneading satisfies the need for human
connection.connection.” (Green 2018)
11. 2nd Int'l ELT Conference,2nd Int'l ELT Conference,
Laayoune, Ap. 19Laayoune, Ap. 19
b. Impact of reading on personal
development:
8. “FVR improves learners’ attitude towards
reading.” (W. Marson 1997)
9. “Those who read more know more about
science and social studies.”
(Stanovich and
Cunnigham 1997)
10. “Those who read more have more cultural
literacy.” (West, Stanovich and Mitchellb1993)
12. 11. “Those who read more have more ‘practical
knowledge’.” (Stanovich and Cunnigham 1993)
12. “Reading for pleasure is four times more
important for children’s cognitive development
than their parents’ level of education.” (A.
Sullivan and M. Brown 2013)
13. “Teachers note fewer discipline problems
when SSR is done.” (Takase 2004)
2nd Int'l ELT Conference,2nd Int'l ELT Conference,
Laayoune, Ap. 19Laayoune, Ap. 19
13. 2nd Int'l ELT Conference,2nd Int'l ELT Conference,
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14. “More reading takes place when the teacher
reads while students are reading.” (Wheldall and
Entwhistle 1998)
15. “People with more print exposure (mainly
pleasure reading) have thicker cortices within the left
hemisphere reading network” (J. G. Goldman F. R
Manis 2012)
16. “Older people who continue to read show less
memory loss and suffer effects of dementia.”
Galluccia et al. 2009)
14. 2nd Int'l ELT Conference,2nd Int'l ELT Conference,
Laayoune, Ap. 19Laayoune, Ap. 19
c. Online reading?
17. “Free voluntary web surfing promises to be
of great help for second language acquirers.”
(Krashen 2011)
18. “Children reading interesting stories of their
choice from the Internet gained significantly
more in English than their comparisons did.”
(Cho and Kim 2004)
15. 19. “Internet use resulted in more improved
reading as reflected by grades and standardized
tests.” (Jackson et al. 2006)
20. “Students learn way more effectively from
print textbooks than screens” (Mangen, A. & al.Mangen, A. & al.
2016)2016)
2nd Int'l ELT Conference,2nd Int'l ELT Conference,
Laayoune, Ap. 19Laayoune, Ap. 19
16. V. Implications for us ELT
practitioners?
Where do we go from here?
2nd Int'l ELT Conference,2nd Int'l ELT Conference,
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17. 2nd Int'l ELT Conference,2nd Int'l ELT Conference,
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To reflect on (2)To reflect on (2)
' ... when second language acquirers read for' ... when second language acquirers read for
pleasure they can continue to improve in theirpleasure they can continue to improve in their
second language without classes, withoutsecond language without classes, without
teachers, without study, and even withoutteachers, without study, and even without
people to converse with ... 'people to converse with ... '
Stephen Krashen,Stephen Krashen,
The Power of Reading, (2nd ed. 2004 p. 147)The Power of Reading, (2nd ed. 2004 p. 147)
18. 2nd Int'l ELT Conference,2nd Int'l ELT Conference,
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VI. Bib/Webliography:
Davis, C. (1995). Extensive reading: an expensive
extravagance? ELT Journal, 49, 329-336.
Day, R. R., & Bamford, J. (1998). Extensive reading
in the second language classroom. Cambridge:
Cambridge University Press.
Goldman, J.G., & Manis, F.R. (2012). Relationships
among cortical thickness, reading skill, and print
exposure in adults. Scientific Studies of Reading.
University of Southern Claifornia
19. 2nd Int'l ELT Conference,2nd Int'l ELT Conference,
Laayoune, Ap. 19Laayoune, Ap. 19
Grabe, W. (2002). Reading in a second language. In
R.B. Kaplan (Ed.), The Oxford handbook of applied
linguistics (pp. 49-59). New York: Oxford University
Press.
Green, M. 2018. Taken from:
https://www.nbcnews.com/better/pop-culture/why-
getting-lost-book-so-good-you-according-science-
ncna893256
Hill, D. R. (1997c). Setting up an extensive reading
programme: Practical tips. The Language Teacher,
21(5), 17-20.
Krashen, S. (2011) . Free Voluntary Reading.
Libraries Unlimited.
20. Krashen, S. (2004) . The power of reading: Insights
into Research. 2nd
ed. London: Heinmann.
Mangen, A. & Van der Weel, A. (2016). TheMangen, A. & Van der Weel, A. (2016). The
Evolution of reading in the age of digitisation: anEvolution of reading in the age of digitisation: an
integrative framework for reading research.integrative framework for reading research.
Renandya, W. A. (2007). The power of extensive
reading. RELC Journal, 38, 133-149.
Richards, Jack C. & Scmidt, R. 2010. Dictionary of
Language Teaching and Applied Linguistics.
Longman.
2nd Int'l ELT Conference,2nd Int'l ELT Conference,
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21. 2nd Int'l ELT Conference,2nd Int'l ELT Conference,
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Thank you for your attention!Thank you for your attention!