This study investigates the Jordanian EFL learners’ perceptions towards language learning through blog. It seeks to
assess the usefulness of blogging in enhancing learners’ English language skills. The participants of the present study
included 10 post graduate Jordanian EFL Learners who attended English Intensive Course. Data were collected
through semi-structured interview questions regarding learners’ feedback on their perceptions to the integrated blog.
The data obtained from the semi-structured interview was recorded, transcribed and described by the researchers and
finally analyzed qualitatively. The findings of the study revealed that the learners perceived the blog as an interesting
and helpful learning tool since interacting via blog helped them improve their English language skills as well as their
peer feedback. Hence, the blog played an important role for the Jordanian EFL learners as it allowed them to exchange
their experiences and thoughts with peers. The study concluded that integration of social networks, such as blogs into
Jordanian EFL learners’ classes could enhance their English language learning processes.
This document summarizes a study on using the social networking site Edmodo in English language classes at a Turkish university. A group of 84 students used Edmodo supplementally, posting assignments and receiving teacher feedback. Surveys found that using Edmodo increased student motivation and participation, and decreased preparation time for teachers. Students reported enjoying using Edmodo because it resembled Facebook and allowed them to study English in a familiar online environment. The study concluded that social networking can be an effective tool for language learning when integrated properly with course curriculum to increase interaction, learner autonomy, and motivation. However, more research is still needed to fully evaluate the benefits of social networking in language classrooms.
The effect of an online extensive reading instructional program on jordanian ...Alexander Decker
This study investigated the effect of an Online Extensive Reading (OER) instructional program on Jordanian secondary students' English proficiency. An experimental group participated in the OER program, while a control group did not. Testing found the experimental group scored significantly higher on writing, speaking, vocabulary, reading comprehension and listening. Student opinions from a questionnaire and interview were also positive about the OER program's impact on their English proficiency. The study aimed to contribute to improving English language teaching and learning in Jordan.
WHAT ARE THE ALTERNATIVE FUNCTIONS AND BENEFITS OF CELL PHONES FOR STUDENTS?IJITE
Taiwanese College students bring their own cell phones in the English classroom and teachers may become overwhelmed with these technology trends. This study aims to provide a realistic perception of the hidden meanings of the use of mobile devices in English class settings and the benefits it can bring to the students. For this purpose, two conventional classes of fourth year license degree in the Department of Travel Management were the respondents. The students’ schooling experiences were clarified with a student
satisfaction questionnaire, their values highlighted with an interview, and their social interactions explained with observations of the two classes. The results of this study show that, even though they were not used to working collaboratively in small team-work groups, Taiwanese students were highly likely to develop a collaborative learning style that utilizes emails and internet connections matching their learning
needs and motivations and optimizing their academic success.
A Quantitative Inquiry into the Effects of Blended Learning on English Langua...suhailaabdulaziz
The document summarizes a study that investigated Malaysian undergraduates' perceptions of a blended learning approach used in an English for Academic Purposes course. The course utilized a new textbook with online components. A questionnaire was administered to 198 students to understand their views on the appropriateness of the materials for their language needs and proficiency levels, and ability to cater to diverse interests. The findings revealed that students viewed the materials favorably and found the textbook and activities engaging. However, slow internet connectivity was a challenge when using the online components.
This literature review examines research on the use of interactive whiteboards in foreign language learning. Several studies found that interactive whiteboards can increase student motivation and participation in class by making lessons more visual, interactive, and engaging. However, other factors like how the technology is utilized and whether it accommodates different learning styles are also important. Additionally, some research found improved student performance, like faster mastery of non-Roman scripts, while other studies noted performance gains may not be immediate. The efficiency of interactive whiteboards is mixed, as while teachers express confidence in the technology, it also requires extra time for lesson preparation and materials can become outdated quickly.
1) Culture teaching in foreign language education is important because language and culture are intertwined. Without understanding the cultural contexts and norms of the target language, learners may struggle with intercultural communication.
2) There are several theories and approaches to teaching culture in foreign language education. One influential model proposes teaching foreign language, language awareness, culture awareness, and providing cultural experiences.
3) It is important for learners to develop cultural awareness and cultural schemata in order to properly comprehend and use the target language in appropriate social and cultural contexts. Teaching cultural norms, customs, values and historical backgrounds can help with this.
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 document summarizes a study that investigates ESL students' perceptions and attitudes about integrating technology into their grammar classes at the University of Sharjah. It reviews previous literature that has generally found positive student attitudes towards blended learning and no significant difference in achievement between online and face-to-face grammar instruction. The current study will examine the effectiveness of incorporating web-based grammar activities and students' perceptions of this approach, using tests, questionnaires, and interviews with 50 female intermediate ESL students at the university. The researcher hypothesizes that blended learning will improve grammar acquisition and lead to positive attitudes.
This document summarizes a study on using the social networking site Edmodo in English language classes at a Turkish university. A group of 84 students used Edmodo supplementally, posting assignments and receiving teacher feedback. Surveys found that using Edmodo increased student motivation and participation, and decreased preparation time for teachers. Students reported enjoying using Edmodo because it resembled Facebook and allowed them to study English in a familiar online environment. The study concluded that social networking can be an effective tool for language learning when integrated properly with course curriculum to increase interaction, learner autonomy, and motivation. However, more research is still needed to fully evaluate the benefits of social networking in language classrooms.
The effect of an online extensive reading instructional program on jordanian ...Alexander Decker
This study investigated the effect of an Online Extensive Reading (OER) instructional program on Jordanian secondary students' English proficiency. An experimental group participated in the OER program, while a control group did not. Testing found the experimental group scored significantly higher on writing, speaking, vocabulary, reading comprehension and listening. Student opinions from a questionnaire and interview were also positive about the OER program's impact on their English proficiency. The study aimed to contribute to improving English language teaching and learning in Jordan.
WHAT ARE THE ALTERNATIVE FUNCTIONS AND BENEFITS OF CELL PHONES FOR STUDENTS?IJITE
Taiwanese College students bring their own cell phones in the English classroom and teachers may become overwhelmed with these technology trends. This study aims to provide a realistic perception of the hidden meanings of the use of mobile devices in English class settings and the benefits it can bring to the students. For this purpose, two conventional classes of fourth year license degree in the Department of Travel Management were the respondents. The students’ schooling experiences were clarified with a student
satisfaction questionnaire, their values highlighted with an interview, and their social interactions explained with observations of the two classes. The results of this study show that, even though they were not used to working collaboratively in small team-work groups, Taiwanese students were highly likely to develop a collaborative learning style that utilizes emails and internet connections matching their learning
needs and motivations and optimizing their academic success.
A Quantitative Inquiry into the Effects of Blended Learning on English Langua...suhailaabdulaziz
The document summarizes a study that investigated Malaysian undergraduates' perceptions of a blended learning approach used in an English for Academic Purposes course. The course utilized a new textbook with online components. A questionnaire was administered to 198 students to understand their views on the appropriateness of the materials for their language needs and proficiency levels, and ability to cater to diverse interests. The findings revealed that students viewed the materials favorably and found the textbook and activities engaging. However, slow internet connectivity was a challenge when using the online components.
This literature review examines research on the use of interactive whiteboards in foreign language learning. Several studies found that interactive whiteboards can increase student motivation and participation in class by making lessons more visual, interactive, and engaging. However, other factors like how the technology is utilized and whether it accommodates different learning styles are also important. Additionally, some research found improved student performance, like faster mastery of non-Roman scripts, while other studies noted performance gains may not be immediate. The efficiency of interactive whiteboards is mixed, as while teachers express confidence in the technology, it also requires extra time for lesson preparation and materials can become outdated quickly.
1) Culture teaching in foreign language education is important because language and culture are intertwined. Without understanding the cultural contexts and norms of the target language, learners may struggle with intercultural communication.
2) There are several theories and approaches to teaching culture in foreign language education. One influential model proposes teaching foreign language, language awareness, culture awareness, and providing cultural experiences.
3) It is important for learners to develop cultural awareness and cultural schemata in order to properly comprehend and use the target language in appropriate social and cultural contexts. Teaching cultural norms, customs, values and historical backgrounds can help with this.
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 document summarizes a study that investigates ESL students' perceptions and attitudes about integrating technology into their grammar classes at the University of Sharjah. It reviews previous literature that has generally found positive student attitudes towards blended learning and no significant difference in achievement between online and face-to-face grammar instruction. The current study will examine the effectiveness of incorporating web-based grammar activities and students' perceptions of this approach, using tests, questionnaires, and interviews with 50 female intermediate ESL students at the university. The researcher hypothesizes that blended learning will improve grammar acquisition and lead to positive attitudes.
Outside Classroom Language Learning in Indonesia - A Project PaperIhsan Ibadurrahman
This document is a research paper submitted for a master's program that examines out-of-class English language learning activities (OCLLA) among 59 Indonesian high school students. It aims to identify the most common OCLLA, determine if a correlation exists between OCLLA and students' English achievement, and analyze differences in OCLLA among students with high, average, and low scores. The paper provides background on OCLLA and reviews related literature before outlining the study's methodology, results on prevalent activities, correlation found, and differences across achievement levels.
Using Information Gap Activities in Promoting Speaking Skills for Elementary ...AJSERJournal
In recent years, communicative approach is considered one of the primary methods to develop students’
speaking competence. When applying communicative approach in the classroom, information gap activities are
employed to promote students’ oral skill. These activities have brought many benefits for students in the classroom and
become good stimulations for students to boost their speaking skills. The study took place at Dong Nai Technology
University with the objectives to investigate the students’ perspectives of teachers using the information gap activities
to help students improve their speaking competence. The data were collected via survey questionnaires and semistructured interviews in sequence. Sixty students took part in the survey questionnaire to answer 14 questions on their
perception on speaking skills and information gap activities. Semi-structured interviews were also conducted with 6
volunteer students to explain more deeply about their answers in the survey questionnaires to evaluate the validity of
the findings from the survey and give the answers to see whether these activities can affect students’ speaking skills in
the developed way. The findings from the study shows that information gaps activities are effectively utilized for the
development of students’ speaking skills
Beyond Constructionist thinking - 4 all MA and PHD students Curriculum and In...Magdy Aly
The document discusses past and potential future paradigms in education in light of technological advances. It outlines paradigm shifts from reproductive to productive learning, behaviorism to constructivism, teacher-centered to learner-centered approaches, teaching-centered to learning-centered models, and teaching to learning facilitation. Looking ahead, it argues the current constructivist paradigm will be challenged and institutions should focus on enabling learners to navigate vast information rather than just transmit content. A potential "navigationist" paradigm is proposed where teachers act as guides and learners develop skills to navigate knowledge on their own.
This document discusses blended learning and learners' satisfaction with this approach. It begins by outlining some of the key principles of blended learning, including reinforcement of teaching, social communication, and cost effectiveness. It then provides a brief history of blended learning, noting some early studies in the 2000s. The document goes on to discuss students' satisfaction with blended learning in several studies, finding that students preferred blended courses and found them more engaging and collaborative. It concludes by noting that blended learning can foster students' motivation and that studies have shown higher senses of community in blended courses compared to fully online or face-to-face courses alone.
The document discusses research on computer-assisted language learning (CALL) and parental involvement in education. It provides an overview of previous studies that have found benefits of CALL and parental involvement on students' language achievement. The current study examined the effects of CALL combined with parental participation via email correspondence of classroom observations on the English language achievement of Saudi students. It used a teaching software, pre-posttests, observation checklists, and interviews. The study found that parental involvement had a positive impact on students' overall English language performance.
J. Basic. Appl. Sci. Res., 2(12)12879-12891, 2012Houman Tabar
This document summarizes a study that examined the effect of using multimedia on vocabulary learning for pre-intermediate and intermediate Iranian English language learners. The study involved 60 students who were randomly assigned to experimental and control groups. The experimental groups learned vocabulary words using a multimedia software program called Vocaboly, while the control groups learned through traditional teacher-led instruction. Pre-tests and post-tests were administered, and results showed that the experimental groups performed better on post-tests, indicating that multimedia treatment had a significant positive impact on vocabulary learning.
This document outlines a research proposal on developing materials to improve student engagement. It discusses the need to encourage teacher-student collaboration to create materials and determine what types are most effective. The objectives are to understand why teachers and students should develop materials and identify which types most benefit learning. If successful, the research could motivate teachers and students by clarifying learning goals. The scope covers material development concepts and types of materials. It will use observation, tests, and score analysis to collect and analyze data on improved student engagement.
This document is a thesis proposal submitted by Wahyu Hidayat to study English language teaching and learning for visually impaired students at the 10th grade of MAN Maguwoharjo Sleman Yogyakarta in the 2012/2013 academic year. The proposal provides background on laws guaranteeing education for disabled citizens and the school's inclusive model. It identifies the need to understand how the school accommodates visually impaired students' needs and the teacher's challenges. The research questions aim to describe materials, methods, obstacles and solutions in teaching English to these students. The significance is to help teachers, students and schools improve English instruction for the visually impaired.
Te 11 :TO ALL MA PHD AND SPECIAL DIPLOMA SS. REGARDS : DR. MAGDY MAHDYMagdy Aly
- Mobile apps can effectively promote vocabulary development for adult English language learners. Apps exist for dictionaries, thesauruses, translations, flashcards, listening practice, and exam preparation.
- Effective vocabulary instruction includes teaching individual words, strategies, providing varied experiences, and fostering interest in words. Apps support this, especially for independent practice.
- Teachers should explore useful apps, model their use, and guide students in selecting apps to meet their goals and interests. When introducing apps, teachers explain features and benefits and ensure students practice meaningfully.
The document discusses a research article that analyzed interactive patterns in an English audio-video speaking class using a computer-assisted language learning (CALL) environment. The research aimed to improve students' communication skills through increased interactive activities like pairwork dialogues and small group discussions. Questionnaires and exams were used to evaluate the effects of this approach in helping students improve their spoken English proficiency. The results showed that CALL environments and small group interactive activities better facilitated students' language learning and communicative abilities.
This document provides a literature review on the use of technology in foreign language learning. It discusses four main topics: 1) Socialization through technology can promote interaction but lack of interaction can be negative, 2) Technology helps with pronunciation, listening comprehension, and ear training by allowing repetition, 3) Learners need knowledge of how to use technology for language learning to avoid issues, 4) Emerging technologies like mobile devices and blended learning integrate well when teachers provide training. The review finds that technology supports language learning when used appropriately and combined with social interaction.
This document summarizes a study that investigated teacher questioning practices during reading lessons in secondary schools in Indonesia. The study observed three English teachers from three different schools. It found that the teachers relied heavily on questions provided in textbooks for their reading lessons and pedagogy. As a result, the teachers were mainly exposed to and asked low-level questions in their lessons. The study provided insights into teacher questioning strategies in a foreign language context in Indonesia and implications for improving reading instruction through higher-level questioning.
IOSR Journal of Humanities and Social Science is an International Journal edited by International Organization of Scientific Research (IOSR).The Journal provides a common forum where all aspects of humanities and social sciences are presented. IOSR-JHSS publishes original papers, review papers, conceptual framework, analytical and simulation models, case studies, empirical research, technical notes etc.
These studies examined the effectiveness of different modes of presenting vocabulary words in multimedia programs for second language learning. Some key findings were that presenting words with pictures led to better recall than text alone, and videos were more effective than pictures. However, one study found that for children, a word-only presentation led to better retention than words paired with pictures due to higher cognitive load. Overall, the studies provide guidance for developing multimedia programs to accommodate different learning styles and abilities.
The assessment of positive effect on English reading habit, mini-research on ...Kum Visal
This literature review examines the impact of English reading habits on university students. It explores several hypotheses, including that increasing English reading can improve students' mindsets and performance, as well as graduation rates. The review identifies 4 research objectives: 1) determining the most influential factors behind improved results from increased English reading, 2) analyzing the importance of foreign language materials, 3) finding out students' English reading abilities and possibilities, and 4) identifying differences in knowledge gained from other sources. It also lists 4 research questions related to these objectives. The review then examines the background, strategies, and extensive knowledge of reading, as well as procedural reading approaches.
How Can Blackboard Learning System Promote Learner Autonomy A Qualitative St...Cem Balçıkanlı
This document discusses learner autonomy and the use of social networking and online learning tools to foster autonomy. It provides statistics showing high rates of social media use among university students. Extracts from interviews with students learning Turkish highlight how the Blackboard learning management system allows for Turkish practice, tracking progress, and developing awareness of the language through access to materials, quizzes and instructor feedback. The conclusion emphasizes that active learning, new technologies, learner responsibility, and independence skills can support autonomy through online interaction and reflection.
1) The study investigated how university students improved their English pronunciation through the online tool Voki.
2) 22 students used Voki to practice pronunciation of minimal pairs, diphthongs, and connected speech.
3) Results found most students agreed that using ICT tools like Voki helped improve their pronunciation and they enjoyed integrating technology into learning.
This document discusses the human heart from both a physical and spiritual perspective. It describes the heart as the center of one's personality, emotions, thoughts and will. The heart can be wounded through traumatic experiences, which can then lead to stress responses in the body. When trauma overwhelms one's defenses, it can result in conditions like post-traumatic stress disorder. Healing involves processing traumatic memories and finding peace through spiritual renewal of the heart. Counseling and prayer are recommended to help address underlying issues fueling stress.
There are 2 types of traumas; small t traumas and large T traumas. Small t traumas may not be thought of as trauma because they are not the dramatic ones such as natural disasters, sexual abuse, or combat trauma. Small t traumas can occur from being bullied, labeled as in “shy’ or “lazy” etc, and from chronic neglect or rejection. When these things happen regularly in childhood they often cause anxiety and depression.
It is a start-up where the core team of partners has a collective experience of 20+ years in the film production industry. So we bring to you the experience of decades along with the hunger for success of start-ups, a highly potent combination.
http://feelproductions.com/
Outside Classroom Language Learning in Indonesia - A Project PaperIhsan Ibadurrahman
This document is a research paper submitted for a master's program that examines out-of-class English language learning activities (OCLLA) among 59 Indonesian high school students. It aims to identify the most common OCLLA, determine if a correlation exists between OCLLA and students' English achievement, and analyze differences in OCLLA among students with high, average, and low scores. The paper provides background on OCLLA and reviews related literature before outlining the study's methodology, results on prevalent activities, correlation found, and differences across achievement levels.
Using Information Gap Activities in Promoting Speaking Skills for Elementary ...AJSERJournal
In recent years, communicative approach is considered one of the primary methods to develop students’
speaking competence. When applying communicative approach in the classroom, information gap activities are
employed to promote students’ oral skill. These activities have brought many benefits for students in the classroom and
become good stimulations for students to boost their speaking skills. The study took place at Dong Nai Technology
University with the objectives to investigate the students’ perspectives of teachers using the information gap activities
to help students improve their speaking competence. The data were collected via survey questionnaires and semistructured interviews in sequence. Sixty students took part in the survey questionnaire to answer 14 questions on their
perception on speaking skills and information gap activities. Semi-structured interviews were also conducted with 6
volunteer students to explain more deeply about their answers in the survey questionnaires to evaluate the validity of
the findings from the survey and give the answers to see whether these activities can affect students’ speaking skills in
the developed way. The findings from the study shows that information gaps activities are effectively utilized for the
development of students’ speaking skills
Beyond Constructionist thinking - 4 all MA and PHD students Curriculum and In...Magdy Aly
The document discusses past and potential future paradigms in education in light of technological advances. It outlines paradigm shifts from reproductive to productive learning, behaviorism to constructivism, teacher-centered to learner-centered approaches, teaching-centered to learning-centered models, and teaching to learning facilitation. Looking ahead, it argues the current constructivist paradigm will be challenged and institutions should focus on enabling learners to navigate vast information rather than just transmit content. A potential "navigationist" paradigm is proposed where teachers act as guides and learners develop skills to navigate knowledge on their own.
This document discusses blended learning and learners' satisfaction with this approach. It begins by outlining some of the key principles of blended learning, including reinforcement of teaching, social communication, and cost effectiveness. It then provides a brief history of blended learning, noting some early studies in the 2000s. The document goes on to discuss students' satisfaction with blended learning in several studies, finding that students preferred blended courses and found them more engaging and collaborative. It concludes by noting that blended learning can foster students' motivation and that studies have shown higher senses of community in blended courses compared to fully online or face-to-face courses alone.
The document discusses research on computer-assisted language learning (CALL) and parental involvement in education. It provides an overview of previous studies that have found benefits of CALL and parental involvement on students' language achievement. The current study examined the effects of CALL combined with parental participation via email correspondence of classroom observations on the English language achievement of Saudi students. It used a teaching software, pre-posttests, observation checklists, and interviews. The study found that parental involvement had a positive impact on students' overall English language performance.
J. Basic. Appl. Sci. Res., 2(12)12879-12891, 2012Houman Tabar
This document summarizes a study that examined the effect of using multimedia on vocabulary learning for pre-intermediate and intermediate Iranian English language learners. The study involved 60 students who were randomly assigned to experimental and control groups. The experimental groups learned vocabulary words using a multimedia software program called Vocaboly, while the control groups learned through traditional teacher-led instruction. Pre-tests and post-tests were administered, and results showed that the experimental groups performed better on post-tests, indicating that multimedia treatment had a significant positive impact on vocabulary learning.
This document outlines a research proposal on developing materials to improve student engagement. It discusses the need to encourage teacher-student collaboration to create materials and determine what types are most effective. The objectives are to understand why teachers and students should develop materials and identify which types most benefit learning. If successful, the research could motivate teachers and students by clarifying learning goals. The scope covers material development concepts and types of materials. It will use observation, tests, and score analysis to collect and analyze data on improved student engagement.
This document is a thesis proposal submitted by Wahyu Hidayat to study English language teaching and learning for visually impaired students at the 10th grade of MAN Maguwoharjo Sleman Yogyakarta in the 2012/2013 academic year. The proposal provides background on laws guaranteeing education for disabled citizens and the school's inclusive model. It identifies the need to understand how the school accommodates visually impaired students' needs and the teacher's challenges. The research questions aim to describe materials, methods, obstacles and solutions in teaching English to these students. The significance is to help teachers, students and schools improve English instruction for the visually impaired.
Te 11 :TO ALL MA PHD AND SPECIAL DIPLOMA SS. REGARDS : DR. MAGDY MAHDYMagdy Aly
- Mobile apps can effectively promote vocabulary development for adult English language learners. Apps exist for dictionaries, thesauruses, translations, flashcards, listening practice, and exam preparation.
- Effective vocabulary instruction includes teaching individual words, strategies, providing varied experiences, and fostering interest in words. Apps support this, especially for independent practice.
- Teachers should explore useful apps, model their use, and guide students in selecting apps to meet their goals and interests. When introducing apps, teachers explain features and benefits and ensure students practice meaningfully.
The document discusses a research article that analyzed interactive patterns in an English audio-video speaking class using a computer-assisted language learning (CALL) environment. The research aimed to improve students' communication skills through increased interactive activities like pairwork dialogues and small group discussions. Questionnaires and exams were used to evaluate the effects of this approach in helping students improve their spoken English proficiency. The results showed that CALL environments and small group interactive activities better facilitated students' language learning and communicative abilities.
This document provides a literature review on the use of technology in foreign language learning. It discusses four main topics: 1) Socialization through technology can promote interaction but lack of interaction can be negative, 2) Technology helps with pronunciation, listening comprehension, and ear training by allowing repetition, 3) Learners need knowledge of how to use technology for language learning to avoid issues, 4) Emerging technologies like mobile devices and blended learning integrate well when teachers provide training. The review finds that technology supports language learning when used appropriately and combined with social interaction.
This document summarizes a study that investigated teacher questioning practices during reading lessons in secondary schools in Indonesia. The study observed three English teachers from three different schools. It found that the teachers relied heavily on questions provided in textbooks for their reading lessons and pedagogy. As a result, the teachers were mainly exposed to and asked low-level questions in their lessons. The study provided insights into teacher questioning strategies in a foreign language context in Indonesia and implications for improving reading instruction through higher-level questioning.
IOSR Journal of Humanities and Social Science is an International Journal edited by International Organization of Scientific Research (IOSR).The Journal provides a common forum where all aspects of humanities and social sciences are presented. IOSR-JHSS publishes original papers, review papers, conceptual framework, analytical and simulation models, case studies, empirical research, technical notes etc.
These studies examined the effectiveness of different modes of presenting vocabulary words in multimedia programs for second language learning. Some key findings were that presenting words with pictures led to better recall than text alone, and videos were more effective than pictures. However, one study found that for children, a word-only presentation led to better retention than words paired with pictures due to higher cognitive load. Overall, the studies provide guidance for developing multimedia programs to accommodate different learning styles and abilities.
The assessment of positive effect on English reading habit, mini-research on ...Kum Visal
This literature review examines the impact of English reading habits on university students. It explores several hypotheses, including that increasing English reading can improve students' mindsets and performance, as well as graduation rates. The review identifies 4 research objectives: 1) determining the most influential factors behind improved results from increased English reading, 2) analyzing the importance of foreign language materials, 3) finding out students' English reading abilities and possibilities, and 4) identifying differences in knowledge gained from other sources. It also lists 4 research questions related to these objectives. The review then examines the background, strategies, and extensive knowledge of reading, as well as procedural reading approaches.
How Can Blackboard Learning System Promote Learner Autonomy A Qualitative St...Cem Balçıkanlı
This document discusses learner autonomy and the use of social networking and online learning tools to foster autonomy. It provides statistics showing high rates of social media use among university students. Extracts from interviews with students learning Turkish highlight how the Blackboard learning management system allows for Turkish practice, tracking progress, and developing awareness of the language through access to materials, quizzes and instructor feedback. The conclusion emphasizes that active learning, new technologies, learner responsibility, and independence skills can support autonomy through online interaction and reflection.
1) The study investigated how university students improved their English pronunciation through the online tool Voki.
2) 22 students used Voki to practice pronunciation of minimal pairs, diphthongs, and connected speech.
3) Results found most students agreed that using ICT tools like Voki helped improve their pronunciation and they enjoyed integrating technology into learning.
This document discusses the human heart from both a physical and spiritual perspective. It describes the heart as the center of one's personality, emotions, thoughts and will. The heart can be wounded through traumatic experiences, which can then lead to stress responses in the body. When trauma overwhelms one's defenses, it can result in conditions like post-traumatic stress disorder. Healing involves processing traumatic memories and finding peace through spiritual renewal of the heart. Counseling and prayer are recommended to help address underlying issues fueling stress.
There are 2 types of traumas; small t traumas and large T traumas. Small t traumas may not be thought of as trauma because they are not the dramatic ones such as natural disasters, sexual abuse, or combat trauma. Small t traumas can occur from being bullied, labeled as in “shy’ or “lazy” etc, and from chronic neglect or rejection. When these things happen regularly in childhood they often cause anxiety and depression.
It is a start-up where the core team of partners has a collective experience of 20+ years in the film production industry. So we bring to you the experience of decades along with the hunger for success of start-ups, a highly potent combination.
http://feelproductions.com/
We went on a trip to Villavicencio, Colombia from Bogota on April 26th. Our flight arrived at 8:10am and after checking into our hotel, we had breakfast at 10am. In the afternoon we went hiking through El Carmen park from 1-2pm and had a lunch of fish and lemonade. Later we visited sculptures in the city center and some parks before returning to the hotel at 11:30pm tired from the walking. The next day we had breakfast at 9am and went swimming and boating on the river.
Juan David cuevas Vargas traveled to Cartagena, Colombia in 2013 with his mother. Upon arriving at the hotel in the afternoon, they left their bags in their rooms and went out to eat. Juan enjoyed swimming in the sea and experiencing the hot and sunny weather, while one of his worst experiences was getting bites on his feet from insects that caused bad itching.
This document provides information about getting solved assignments for the MBA Semester 2 Operations Research subject. It includes 6 questions related to operations research concepts like linear programming, transportation problems, assignment problems, and simulation. Students can get assignments solved at Rs. 125 each by emailing or calling the provided contact information. The questions cover topics like the framework of operations research, graphical and algebraic methods for linear programming problems, important terms in transportation problems, the Hungarian method for assignment problems, Monte Carlo simulation, assumptions of game theory, characteristics of Markov chains, and job prioritization rules.
The document proposes guidelines for a better future city, including considerations for security, sustainable water resources, geographic suitability, sewerage systems, economic importance, cultural hubs, healthcare, education, and green living. Key elements are 24/7 surveillance, adequate police presence, regulated neighborhood entry, water distribution and treatment systems, storm drainage and waste management, protection from climate dangers, economically stable government, sufficient religious sites and hospitals, schools from kindergarten through university, and pollution control laws.
This document provides information about getting solved assignments for the subject "Compensation and Benefits" for MBA Semester 4. It includes 6 questions related to job evaluation, developing an effective incentive scheme, types of managerial remuneration, pay structure objectives, criteria for rewarding employees, and notes on wage policy plans in India and voluntary retirement schemes. Students can contact the provided email or phone number to get assignments solved at Rs. 125 each.
Presentation of personal data law update in the Republic of Kazakhstan, prepared by Ms. Aliya Seitova, Associate and Patent Attorney, Dentons Kazakhstan LLP (in Russian)
The document is a shopping list for food items including breads, coffees, biscuits, mustards, soaps, cereal flakes, sugars, spices, salt, baking supplies and flour. It contains over 20 items with pictures, descriptions, prices and codes. The prices range from approximately $3.50 to $11.00.
A Descriptive Study On The Effect Of Blogs On Writing Skill Development Using...Janelle Martinez
This document summarizes a study that examined the effect of blogs on developing English writing skills in secondary school students in India. It used a descriptive research design and questionnaire to collect data from 54 randomly selected students. The findings showed that blogs were found to be a beneficial tool for improving students' writing abilities by motivating them and allowing free expression. Blogs provided opportunities for social interaction, feedback, and practicing writing in English more frequently. However, the document also notes some disadvantages of blogs, like risks of plagiarism or losing control over what is shared online.
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While research on cognitive and metacognitive abilities of bilingual and biliterate students has been advancing, limited studies have examined these influences in the Arabic context.
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3) A survey found that students spent significant time online, especially on social networking sites, and using Edmodo.com could appeal to students by resembling popular sites and allowing social features.
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Students’ motivation for and attitudes towards self access language learning ...Alexander Decker
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A Review Of Advantages And Disadvantages Of Using ICT Tools In Teaching ESL R...Amanda Summers
This document discusses the advantages and disadvantages of using information and communication technology (ICT) tools in teaching English as a second language (ESL) reading and writing. Some key advantages discussed include: 1) ICT tools like blogs allow for peer feedback and interaction that can improve writing skills; 2) technologies like video authoring can motivate students and engage them in writing; 3) online education platforms enable active and collaborative learning. However, the document also notes there are some potential disadvantages to using ICT that need to be considered. In general, the document analyzes research that both supports the benefits of ICT for language learning, but also notes there are challenges to its effective integration.
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ENHANCING ENGLISH WRITING SKILLS THROUGH INTERNET-PLUS TOOLS IN THE PERSPECTI...ijfcstjournal
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integrating the memetic approach alongside Internet Plus tools on the writing aptitude of English as a
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The Role of the Communication Oriented Approach in Teaching EFLYogeshIJTSRD
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1) The document discusses a study that investigated ESL students' attitudes towards incorporating blended learning and technology into their grammar classes.
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The main objective of this study is to explore how podcasting can be implemented in teaching English as a Second Language as a supportive technological tool and thus contribute to the development of positive attitudes and beliefs of the learners. To this aim, the field experiment research was conducted. The study was carried out in a total of 28 pupils of the first grade of high school at an educational institution on Rhodes, Greece in February 2018. The students were assigned into the experimental group (15 students) and the control group (13 students). The results of the research have shown a positive change in students’ attitudes and beliefs, though no statistically significant difference has arisen regarding the students’ interest in the course, their self-confidence in English, the role of gender in learning English and the difficulties students come across when studying English. Similarly, no significant change has occurred regarding the usefulness of English, the importance of the English accent and the knowledge of another foreign language as a contributing factor to learning English more easily. Finally, a negative change was found regarding difficulties in oral communication in English.
A CLASSROOM ACTION RESEARCH IMPROVING SPEAKING SKILLS THROUGH INFORMATION GA...Justin Knight
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Efforts to Improve Students' Ability to Write Text in the Form of Procedures ...M. Ifaldi Sidik
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This study aimed to develop English supplementary materials to meet the needs of nursing students on English learning through Instructional Conversation (IC) method. This research was categorized into research and development. The materials were validated by two experts to come to the final product. This research conducted at the Nursing Study Program involving students of the second semester. The data collected from classroom and checklist observation, questionnaire, an interview. Considering the data collected, the English textbooks available and used in the Nursing Study Program contains English language learning materials that are still common and less specific for students used in the nursing study program. Therefore, English supplementary materials through Instructional Conversation (IC) method should be developed by considering the needs of lecturers and students. English supplementary materials through the Instructional Conversation method were developed by considering several aspects.
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Although studies on the causes of writing apprehension on native learners of English have been
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Participating in a Blog: Jordanian EFL Learners' Voices
1. www.sciedu.ca/elr English Linguistics Research Vol. 2, No. 2; 2013
Published by Sciedu Press 53 ISSN 1927-6028 E-ISSN 1927-6036
Participating in a Blog: Jordanian EFL Learners' Voices
Nafiseh Zarei1
& Yasser Al-Shboul2
1
School of Language Studies and Linguistics. FSSK, Universiti Kebangsaan Malaysia
2
School of Language Studies and Linguistics. FSSK, Universiti Kebangsaan Malaysia
Correspondence: Nafiseh Zarei, 33B.22.01. Villa Putra condominium. Jalan Tun Ismail. 50480. Kuala Lumpur. Tel:
60-1-7310-2551. E-mail: Nafiseh_zarei@yahoo.com
Received: November 4, 2013 Accepted: November 17, 2013 Online Published: November 20, 2013
doi:10.5430/elr.v2n2p53 URL: http://dx.doi.org/10.5430/elr.v2n2p53
Abstract
This study investigates the Jordanian EFL learners’ perceptions towards language learning through blog. It seeks to
assess the usefulness of blogging in enhancing learners’ English language skills. The participants of the present study
included 10 post graduate Jordanian EFL Learners who attended English Intensive Course. Data were collected
through semi-structured interview questions regarding learners’ feedback on their perceptions to the integrated blog.
The data obtained from the semi-structured interview was recorded, transcribed and described by the researchers and
finally analyzed qualitatively. The findings of the study revealed that the learners perceived the blog as an interesting
and helpful learning tool since interacting via blog helped them improve their English language skills as well as their
peer feedback. Hence, the blog played an important role for the Jordanian EFL learners as it allowed them to exchange
their experiences and thoughts with peers. The study concluded that integration of social networks, such as blogs into
Jordanian EFL learners’ classes could enhance their English language learning processes.
Keywords: Foreign language learning, Perception, Blogging, Social interaction
1. Introduction
Technology has created opportunities for learners to build up their knowledge and get possible supports to share their
understanding and experiences in various ways in order to enhance language learning. Nowadays; language learning is
expanded outside the classroom where learners can learn the language without teacher’s help. There is a variety of
different social networks where learners can learn the language independently and improve their learning on their
own. The integration of social networks, such as blogs, Facebooks, twitters, discussion forums, emails, wikis and
etcetera into language classes may help to facilitate the language learning and language acquisition processes by
allowing learners to take part in the learning process. The learners can explore and reflect upon their learning, as well
as interact with peers, teachers and content (Castaneda et al., 2011). Blogs as one type of the social networks give the
learners the chance of being independent learners. Learners can use blogs at anytime and anywhere in order to
practice the language skills. Additionally, blogs are a kind of tools which are easy accessible for learners as well as
teachers. They can play an essential role in both language teaching and language learning.
There are studies which have been carried out on the use of blog as an educational device in various contexts
(Pinkman, 2005; Seitzinger, 2006; Song & Chan, 2008; Sun, 2009; Supyan et al., 2009; Supyan, 2011). These studies
have contributed to a better understanding of advantages and disadvantages of using blogs in education. There are
also some studies which have been conducted in the area of using computer as an educational tool among Jordanian
EFL contexts such as: Mahfouz and Ihmeideh (2009), Al Omari (2009), Al-Abed Al-Haq and Al-Sobh (2010), and
Al Masri (2011), however, according to the researchers’ best knowledge, no specific study has been carried out on
Jordanian EFL learners’ perceptions towards language learning process using blog. Therefore, the present study
seeks to investigate the Jordanian EFL learners’ perceptions towards language learning using blog as a platform. This
is the gap where the contribution will be made by the current study.
2. Related studies
Many studies have been conducted on the utilizing blog as an educational tool from various perspectives. For
instance, Hong et al. (2003) conducted a study among Malaysian learners on the success of a technology and
internet-enriched teaching and learning environment in molding positive attitudes. Data collected via questionnaires.
2. www.sciedu.ca/elr English Linguistics Research Vol. 2, No. 2; 2013
Published by Sciedu Press 54 ISSN 1927-6028 E-ISSN 1927-6036
The participants included 88 second-year undergraduate students who were randomly selected from different 5
faculties at Universiti Malaysia Sarawak (UNIMAS). The findings of the study showed that the learners had positive
attitudes towards using the Internet as a learning tool, adequate basic knowledge of the Internet, and illustrated the
learning environment as supportive of using the Internet for learning. So, this study is significant as it focused on
both teaching and learning aspects. However, this study merely looked at students’ attitudes towards using the
Internet as a learning device. Hence, the current study is focusing on the learners’ perceptions towards language
learning through blog.
Kuzu (2007) examined the impact of course blog on supporting instruction and sustaining social interaction using
semi-structured interview as an instrument. The sample of the study included 30 students of the Department of
Computer Education and Instructional Technologies at Anadolu University in Turkey. The findings of the study
showed positive results regarding the pre-service teachers’ views on instructional use of blog. Moreover, the results
revealed that blog use empowered their social interaction with their peers as well as the course instructor. The
present study is related to Kuzu’s study in terms of the instrument for data collection as both used semi-structured
interview questions. While Kuzu focused on the learners’ social interaction in the blog environment, the current
study focuses on learners’ perceptions towards language learning using blog.
Another study was conducted among Malaysian learners by Supyan (2011) who explored the role of blogs in a
teacher training program among Malaysian post graduate students, who were pre-service and in-service teachers. A
survey questionnaire was used for the purpose of data collection. The researcher used purposive sampling consisted
of 28 students.. The results of the study indicated that blogs could enhance learners’ positive attitudes. Unlike the
present study which focuses on learning aspects, Supyan’ study focused on teaching aspects. Moreover, he focused
on students’ attitudes regarding participation and discussion in the blog while the current study investigates the
students’ perceptions regarding language learning process using blog.
Nepomuceno (2011) investigated how blogging can be used as an alternative activity in tertiary writing classes
among Filipino students. The focus of the study was on academic writing skills. Data were collected through a
survey. The subjects of the study included 79 Sophomore College students enrolled in academic writing course. The
findings of the study displayed that integrating blog as a tool in academic writing class motivated the students. The
focus of this study was on teaching aspects and writing skill, however the present study focuses on the process of
learning by considering the four English language skills.
In Arabic context, Al-Fadda and Al-Yahya (2010) investigated a study on the students’ experiments of using blogs to
encourage themselves to do pre-class reading assignment and reflections after class. The participants were 95
students who were in two different majors. The majority of them were undergraduate Information Technology
students and only five of them were ESL graduate students. Data collection was carried out via a survey. The
findings of the study showed that there was a positive attitude towards the use of blogs for pre-class preparation and
post-class reflections. Yet, considering the successful experience, it is vital to consider the size of the sample,
students’ educational levels, and the type of reading assignments as well.
Fageeh (2011) conducted an experimental study on the use of blog and its effects on developing positive attitudes
towards writing skill among EFL learners. Data were collected using the triangulation method via questionnaire,
pre-test, post-test and students’ blogs and assignments. The participants were 50 students who were belonged to the
English Department.The results of the study showed that the students found the blog as an opportunity for
self-expression in English, writing for both a local and global audience, creating active, interactive social exchanges
in blogs, and maintaining an interactive relationship with a real time readership. In general, students had shown
positive attitudes towards the use of blog. The study concluded that blogs can create learning motivation
environment and opportunities for authorship and readership. This study is significant because it used the
triangulation method for data collection. It is worth stating that this study examined students’ attitudes towards
writing skill using blog, whereas the current study is an investigation of learners’ perceptions towards language
learning using blog.
Aljumah (2012) investigated students’ attitudes and perceptions towards blog in writing skill and he also focused on
the pros and cons of using blog in language learning. The subjects of the study involved 35 Saudi students majoring
in English. Data were collected via questionnaires within one semester. The results of the study revealed that
students had positive perceptions towards weblog use in their writing classroom. Moreover, the findings
demonstrated that learner-perceived advantages of using weblog included increased interest and motivation to use
English due to interaction with peers. It is worth noting that Aljumah’s study focused on learners’ perceptions as well
as their attitudes towards weblog in writing skill. As is the case with Fageeh’s study (2011), Aljumah’s study (2012)
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also focused on English writing skill. The present study extends the scope of this research to include not only writing
skill but also other skills in English language (Reading, Speaking and Listening).
Alhojailan, (2012) examined the current use and effectiveness of Weblog services in higher education. The focus of
his study was to refine the questionnaires and the interviews so that he would gain the experience and avoid error
prior to commencing the empirical study. The samples included 28 students who were from Saudi Arabia. The
researcher used qualitative method and collected the data via questionnaires and interviews. The results of the study
revealed that the participants were varied in two different groups. The participants of the first group stated that using
blogs with did not provide the interest that they were expecting. However, the participants of the other group agreed
that they had uncertain opinions whether or not the blogs had the potential to improve their learning experiences
nevertheless they were very satisfied regarding the use of the blogs.
In another study, Sad (2013) examined the role of blog on students’ motivation in Palestine context. The participants
of the study included 22 male students in grade 11 in East Jerusalem during the period of one semester. Data were
collected using observation, content analysis and interviews with teachers as well as the students. The findings of the
study showed positive correlation between student blogging and student motivation, but there was much significant
consideration for the setting since low-achieving students were different, like type of assignment used, authenticity
of assessment, and teacher efficacy. This study is important because it is one of a very small number of Arabic blog
studies that examined the role of blog on students’ motivation in Palestine context, thus it would make a valuable
contribution to the literature. Similar to Fageeh’s (2011) study, this study also used the triangulation method for data
collection.
In Jordan context, Al-Abed Al-Haq and Al-Sobh (2010) explored a quantitative study on the effectiveness of a
web-based writing instructional EFL program among 122 Jordanian secondary students in two male schools and two
female ones. Data were collected through a pre-post achievement test. The findings of the study showed statistically
significant differences (α = 0.05) in the students’ mean scores of the overall English writing achievement post-test in
favour of the experimental group. Moreover, there was a significant difference (α = 0.05) among the mean scores of
the students’ achievement post-test for the discoursal component “content” in favour of the experimental group. In
terms of gender, females showed favour with statistically significant differences (α = 0.05) as compared to males.
Al Masri (2011) examined the effect of using web-based curricula in English language among Jordanian school
students. Data were collected using pre/post test within 8 weeks with regard to English language grammar. The
participants of the study were 321 eighth grade students; 156 male students and 165 female ones. The results of the
study indicated that there were statistically significant differences in the post-test between the control and the
experimental groups regarding the experimental group, and there was no statistically significant difference in the
students' achievements in terms of gender. There was also no statistically significant difference regarding the
interaction between gender and group.
Finally, Abu Naba’h (2012) investigated the impact of using computer assisted grammar teaching on the
performance of Jordanian EFL students. The subjects of the study included 212 secondary school students divided
into four experimental groups and four control groups. Data were collected using pre-post test to find out the impact
of the software program on students’ achievement in grammar. The test consisted of 30 multiple-choice items of four
alternatives. The results of the study showed that there were statistically significant differences (α < 0.05) between
the pupils' achievement mean scores in grammar in favour of the students in the experimental group which is mainly
attributed to the instructional method of teaching. In addition, there were statistically significant differences (α < 0.05)
between the pupils' achievement mean scores in grammar in favour of the scientific stream students due to stream of
study. Based on these results, the researcher recommended that English language teachers to use computer assisted
instruction in their teaching. Unlike the present study, none of the mentioned studies in Jordan context focused on the
learners’ perceptions towards language learning process. As it is obvious the researchers merely focused on the
effectiveness of web-based curricula, writing skill or grammar among Jordanian EFL learners. Hence none of those
studies used blog as an educational tool to be used by the learners. It is worth mentioning that the focuses of the
studies among Jordanians were mostly on teaching aspects rather than learning. Moreover, using interview as an
instrument for data collection has been virtually absent in those studies. Thus the present study used a
semi-structured interview to elicit perception data from the learners.
To sum up, the above studies examined web based tools in various contexts such as: Malaysia, Turkey, Philippines,
Saudi, Palestine and Jordan. Those studies used different instruments for data collection such as questionnaires
(Hong et al., 2003; Al-Fadda & Al-Yahya, 2010; Fageeh, 2011; Supyan, 2011; Nepomuceno 2011; Aljumah, 2012;
Alhojailan, 2012), semi-structured interviews (Kuzu, 2007; Alhojailan, 2012; Sad 2013), observation content
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analysis (Sad, 2013), and pre-post tests (Al-Abed Al-Haq & Al-Sobh, 2010; Al Masri, 2011; Fageeh, 2011; Abu
Naba’h, 2012). It is important to state that none of the above studies focused on learners’ perceptions towards
language learning. Accordingly, the present study aims to investigate the Jordanian EFL learners’ perceptions
towards language learning process through blog. This is the main contribution made by the current study.
3. The study
This study attempts to investigate the Jordanian EFL learners’ perceptions towards language learning through blog.
According to Campbell (2004) “using blogs helps students in navigating the English websites and it improves
students’ knowledge and information on English language via exchanging their opinions while interaction”. The
present study is based on Vygotsky’s social constructivist theory (1978). Vygotsky’s idea of constructivism states
that learning will become more meaningful when learners could interact with each other socially in a given
environment. Social interaction would take place among the learners while participating in the blog environment in
order to share their views and experiences. For the purpose of the current study the blog was designed for a group of
post graduate Jordanian EFL Learners. The English language learning lessons and exercises which were related to
the objectives of the course were prepared in the blog. The learners were able to access the language learning
materials in the blog and make use of them. They were given chances to use the language learning materials as well
as sharing opinions and knowledge with peers in the blog. They were also able to discuss the lessons taught by the
teacher in the classroom with their classmates in the blog environment. Leaving comments to exchange ideas and
views by the learners would lead them to interact with each other in the blog environment. In other words, the
learners were able to participate in the blog discussion to share their ideas, experiences and knowledge. Moreover,
they had the opportunity to utilize the English language lessons and exercises in order to improve their English
language skills. Therefore, the related research question emerged from the literature is what the Jordanian EFL
learners’ perceptions are towards language learning process through blog.
4. Method
The objective of the current study is to investigate the Jordanian EFL Learners' perceptions towards language
learning through blog. This study employed the qualitative method approach by collecting data using semi-structured
interview.
4.1 Participants
The present case study used purposive sampling. The samples included 10 post graduate Jordanian EFL Learners
who attended English Intensive Course for one semester at Universiti Utara Malaysia (henceforth, UUM). The
international candidates by coursework who would like to pursue their education with UUM, but did not have
TOEFL (Test of English as a Foreign Language) or IELTS (International English language Testing System) or even
they were unable to get the required TOEFL/IELTS scores, should take the English Language Placement Test (ELPT)
conducted by the university. If the candidates failed the ELPT, they would attend that course which was designed
especially for those who did not demonstrate an acceptable level of English proficiency.
4.2 Instrument and procedure
The semi-structured interview questions were conducted to evaluate the learners’ perceptions towards the English
language learning in the blog. The questions were pilot-tested on a group of students as well as giving them to two
experts to check the validity and reliability. The two experts confirmed the questions to be used as the instrument to
run this study. The researchers improved some of the questions of the interview according to the learners’ feedback
after the pilot study. The final version of the semi-structured interview questions used for the purpose of data
collection of this study. The researchers interviewed all of the learners using a discussion room in the library. The
data obtained from the semi-structured interview was recorded, transcribed and described by the researchers and
finally analyzed qualitatively.
5. Findings and discussion
The purpose of this study is to investigate the Jordanian EFL learners’ perceptions towards language learning
through blog. The data was compiled and analyzed based on the objective of the study. The researchers interviewed
10 Jordanian EFL learners. The first question in the interview was set to find out their perceptions regarding the
language learning materials in the blog. The majority of the learners (n=8) stated that the language learning materials
in the blog were helpful and advantageous for them because they could improve their writing skills and conversation
capabilities through expanding their English vocabularies and grammar. For example, one of the interviewees
mentioned that:
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“Actually, the blog was very good for me; I learned many things from the blog. For example, I
learned a lot of new vocabularies and saw how my friends wrote correctly in English. I also liked the
videos you posted in the blog and I always listened to them. I learned many grammar structures also
and learned how to come up with a better writing for my assignments.”
On the other hand, only two of the learners believed that they could learn from the teacher in the classroom, thus they
found that learning through the blog materials was not that much necessary for them. For example one of them
stated:
“To me, I can learn from my teacher in the class which is enough for me. There is no need to use the
blog.”
The second question was formulated to find out which language learning materials were the most useful ones in the
blog. 5 learners mentioned that the sections dealt with writing skill and grammar structures were the most useful
language materials posted in the blog. However, 3 out of 10 learners believed that English vocabulary, speaking skill
and grammar exercises were significantly beneficial for them. 6 of the learners believed that all of the language
learning materials benefited them and help them improve their English skills. They emphasised that by using the
English language lessons and exercises they developed their course assignments as well. For instance, one learner
stated that:
“In my idea, having the blog gives a good opportunity to me to learn more and more. Especially
regarding my writing, grammar, listening and speaking skills. I always got help from the blog to do
my assignments before I submitted to my teacher. Everything in the blog was really useful. Without
that blog I had to surf Google looking for needed information which was hard and time consuming
for me. Even in Google, it is sometimes hard to find the language materials and lessons that I really
need to learn for my English. Therefore, I always made use of the language learning materials in the
blog as they were all provided and organized very well.”
The third question of the interview was made to know which language learning materials were unnecessary for the
learners to use in the blog. Based on the learners’ respondents, the researchers found out that none of the lessons,
videos, audios and exercises provided in the blog was unnecessary. According to the learners’ feedback by using
different types of English language lessons and learning different aspects of English skills they will be able to enhance
their English language. In other words, none of the English skills can be separable in order to master English language.
For example one of the learners mentioned:
“For me, I found all the language learning materials provided in the blog useful. I could learn from all
of them and I think they were very important. If we read different structures, idioms, vocabularies and
language learning tips and techniques about English language in the blog, we can always improve our
English language.”
The fourth question was formulated to find out the learners’ feelings after using the language learning materials in the
blog. 6 of the learners voiced out that reading the English lessons in the blog made them feel more confident about their
English. They believed that the feeling of the self-confidence helped them be more interested in learning English as
well as attending the English Intensive Course. In other words, feeling more confident led them to learn more and being
active participants in the classroom. One learner stated that:
“Whenever I used the blog to learn something I always felt good and happy because I did not see my
teacher to become stressful. I could learn in very good and relaxing environments like my room or any
other places but not the classroom. So I never got stressed. In the class sometimes I am shy to talk or
participate in the class discussion. Sometimes I feel uncomfortable to learn because the classroom,
classmates and teacher make me feel stressed. I am really happy to write something in the blog and
comment on my friends’ posts and improve my learning.”
In addition, 3 learners stated that unlike learning in the classroom, they felt relaxed during the learning process. They
agreed that learning in the classroom sometimes creates stress and an uncomfortable environment to learn. That
happens due to the time and space constraint. However, learning through the blog was an easy way in which the
learners could read and learn at any time and any place they were ready to be involved in the learning process.
Moreover, 2 learners mentioned that learning outside the classroom gave them the feeling of satisfaction and
independence as learners. They emphasized that learning independently was a good opportunity for them to learn on
their own and improve their English skills.
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The next question was made in order to understand if the learners learned more since using the blog or not. Based on
the learners’ responses, the researchers came to the conclusion that the learners could become familiar with a lot of
aspects in English language by integrating the blog to their English Intensive class. The learners mentioned that there
were a lot of new knowledge and information that they acquired and learned through the language learning materials in
the blog. According to their feedback, although the teacher taught some English lessons in the classroom, however the
learners learned many extra English grammar, vocabularies and skills which were not mentioned by the teacher in the
classroom. All in all, the learners were satisfied that they learned more via using the blog as an English language
learning platform. For example one learner stated:
“Of course I learned more. I could use the English language materials at any time and refer to the
grammar lessons when I needed them. So unlike the class which was only for two hours, the blog could
provide learning process at anytime with no boundary. So I learned a lot via using the blog and I think
if I did not use it, I would not learn this much. We can learn in the classroom but not everything in
detail; however in the blog we can learn almost everything. I want to say that by using the blog I really
learned more.”
The last question was set to investigate if the learners faced any difficulties while using the language learning
materials in the blog. The majority of the learners stated that they did not have any problems to access and read the
English language learning materials in the blog. However, merely 2 learners mentioned that having slow internet
connection sometimes affected their language learning processes.
“I think those students who could use computer and internet were able to use the blog which is very
easy and simple. So I did not have any problems whenever I used the blog. It was always easy and
interesting.”
Based on the findings of the present study, the researchers would like to emphasize that integrating blog in EFL
classrooms would benefit the learners to enhance their processes of language learning. In other words, it can be
suggested that integrating social networks in English language classes in Jordan context, could contribute to teaching
and learning processes. Hence, the traditional way of teaching and learning English language should not be the only
focus for the teachers and learners. It is worth mentioning that, the social interaction which takes place in the
discussion forum of the blog is beneficial for the learners to learn new knowledge and information from their peers
as well as increasing their critical thinking.
6. Conclusion
In conclusion, the results of the present study indicated that the Jordanian EFL learners were satisfied about using the
language learning materials in the blog to enhance their English language. The blog provided them the much needed
communication and discussion outside the classroom environment. The learners perceived the blog as an interesting
and helpful learning tool since interacting via blog helped them improve their English language skills as well as their
peer feedback. Hence, the blog played a significant role for the Jordanian EFL learners as it allowed them to share their
experiences, information, knowledge and thoughts with peers. Learning English language via the blog could facilitate
their processes of learning. Making blog available in the context of this study could motivate the Jordanian EFL
learners to participate not only in the blog discussion but also the class activities.
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