1) The document discusses using the social networking site Edmodo.com to increase student motivation in learning English as a foreign language at a Turkish university.
2) A study was conducted with 84 students who used Edmodo.com to complete assignments and receive teacher feedback, in addition to their regular classes.
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.
The document discusses using the social networking site Facebook to teach English as a second language to university students in Bangladesh. It summarizes that Facebook is very popular among young Bangladeshis and could offer opportunities for language learning. The study divided students into a control group that received traditional classroom teaching and an experimental group that also completed tasks on Facebook. At the end of the semester, the groups' test results were compared to determine if Facebook facilitated language acquisition. The document provides background on English education in Bangladesh and theoretical support from task-based language teaching for using online social networks in language instruction.
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 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.
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.
THE SUITABILITY OF SELECTED SOCIAL MEDIA FOR LANGUAGE EDUCATIONijejournal
This study investigated the suitability of social media for language education among Basics 6-9 school pupils in Nigeria. A questionnaire was administered to 670 pupils to determine factors influencing the use of social media in teaching, applicable social media platforms, and the impact on language learning. The study found the main factors were access to learning materials and interacting with peers. Popular platforms included Google+, YouTube, WhatsApp, Facebook, and Instagram. There was a positive relationship found between integrating social media and language performance. The study concluded social media can improve language skills when incorporated into language education for this group.
Participating in a Blog: Jordanian EFL Learners' VoicesYasser Al-Shboul
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 research study that examined students' perceptions of integrating online activities into an English for Specific Purposes language course. A questionnaire was administered to 75 law and law/management students to gather data on their attitudes. Statistical analysis found no significant relationship between positive responses from the two student groups, but did find a significant relationship between their negative responses. Within groups, responses varied more by individual than by area of study. The study concludes that online learning elicits some resistance likely due to personal preferences rather than field of study.
The document discusses using the social networking site Facebook to teach English as a second language to university students in Bangladesh. It summarizes that Facebook is very popular among young Bangladeshis and could offer opportunities for language learning. The study divided students into a control group that received traditional classroom teaching and an experimental group that also completed tasks on Facebook. At the end of the semester, the groups' test results were compared to determine if Facebook facilitated language acquisition. The document provides background on English education in Bangladesh and theoretical support from task-based language teaching for using online social networks in language instruction.
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 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.
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.
THE SUITABILITY OF SELECTED SOCIAL MEDIA FOR LANGUAGE EDUCATIONijejournal
This study investigated the suitability of social media for language education among Basics 6-9 school pupils in Nigeria. A questionnaire was administered to 670 pupils to determine factors influencing the use of social media in teaching, applicable social media platforms, and the impact on language learning. The study found the main factors were access to learning materials and interacting with peers. Popular platforms included Google+, YouTube, WhatsApp, Facebook, and Instagram. There was a positive relationship found between integrating social media and language performance. The study concluded social media can improve language skills when incorporated into language education for this group.
Participating in a Blog: Jordanian EFL Learners' VoicesYasser Al-Shboul
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 research study that examined students' perceptions of integrating online activities into an English for Specific Purposes language course. A questionnaire was administered to 75 law and law/management students to gather data on their attitudes. Statistical analysis found no significant relationship between positive responses from the two student groups, but did find a significant relationship between their negative responses. Within groups, responses varied more by individual than by area of study. The study concludes that online learning elicits some resistance likely due to personal preferences rather than field of study.
Teaching and learning global english using social media and social interactionJason West
Teaching and learning global English using social media and social interaction explains how English Out There materials work and why they are the first of their kind in the world. Listen to the evidence yourself.
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 that investigated the use of information and communication technology (ICT) among English as a foreign language learners at the National University of Laos. The study found that ICT use was relatively low among students, who generally lacked the necessary computer and internet skills to effectively use ICT for language learning. Most students did not have reliable access to ICT facilities or the ability to utilize online resources for English learning, despite recognizing ICT's potential benefits. The researchers recommend increasing ICT availability and training students in relevant digital skills to improve English education and prepare students for the digital world.
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.
The document discusses how various social media platforms and online technologies can be used for language learning. It describes how social media allows for real-time communication in the target language through interactions with other users. Examples of social media that are discussed include blogs, online games, social networking sites, and interest groups that provide opportunities for immersive language practice. Videos, writing exercises, and communication tools on these platforms help develop language skills in a contextualized manner.
This study investigated the communicative competence of 28 English as a second language (ESL) students in grades 2-5 from 6 elementary schools in Singapore when using an electronic discussion board. Students participated in 3 online discussion activities in small groups. Their messages were analyzed using 19 competence indicators across 4 areas. The researchers found that the discussion board provided equal opportunities for students to participate actively and use different language styles appropriately based on audience and purpose. It helped students achieve goals of social interaction, personal expression, and using varied English registers. The study provides implications for ESL teachers to effectively incorporate online discussion boards to improve students' written communication skills.
Language teaching should not only give learners opportunities to develop their proficiency in a second language but should also enable them to develop their cognitive skills. I hypothesize that the implementation of teaching methods based on teaching unknown languages (pluralistic approaches) helps students develop their metalinguistic competence, a transferable competence we assume independent from the languages used. Furthermore, being confronted to unknown languages without a purpose of learning allows students to apprehend languages differently.
I have explored the educational benefits of such pluralistic approaches on different components of the metalinguistic competence. During the school year 2011-2012, teachers of five year-7 classes led nine sessions of pluralistic approaches: three sessions in Dutch, three in Italian and three in Finnish. 88 students performed, in turn, a metasemantic, a metasyntactic and a metaphonological reflection in groups of four. Group sheets were completed and the verbalization of their discussion was recorded and analyzed, both qualitatively and quantitatively. I want to understand, following Anderson’s research (1995), how students manage to identify relevant solutions in L1 and L2, enabling them to solve the problem they face in the L3 they are discovering. Presumably, the process of proceduralisation helps students develop their metalinguistic competence which, in turn, should enable them to improve their proficiency in the L2 (English) they are learning.
In this presentation, I will first present the theoretical framework before approaching the mixed methodology used. Proof will be discusses as to the enhanced implementation of learning strategies and the development of their metalinguistic competence.
This document summarizes an action research project that explored using blogging across the curriculum to engage elementary school students in the writing process. Surveys found that over half of students knew about blogging, and most teachers believed technology could motivate writing. In the first research cycle, students and teachers were introduced to blogging and commented on sample blogs. The second cycle had students blog on topics in various classes and learn writing skills through blogging. Results indicated that while students enjoyed writing and commenting, many were not inclined to read fully. The researcher was surprised most students disliked reading but wanted to write and comment online.
Virtual Community in Interactive Teaching: Five CasesIOSR Journals
Abstract: Modern teaching methods demand innovative and effective use of technology at utmost level.
Incorporating a virtual community outside classroom teaching has become inevitable in digital age education.
This research was intended to find out how this can be used in terms of interactive teaching and how it can
facilitate students to recover the lacks of learning in classroom. A web community of a university called
Learning Feedback System (LFS) has been used here as the methodology to analyze five sample cases. Effects of
a significant level of interaction in LFS indicated that it helped to reduce the communication gap between
students and teachers that of course leading to proper learning.
Keywords: ICT, Interactive teaching, LFS, Technology education, Virtual Community,
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.
The pros and cons of using facebook in ELTpalbarbi
The document discusses the pros and cons of using Facebook in education. Some potential benefits include promoting collaboration, engaging shy students, creating a learning community, and facilitating communication between teachers, students, and parents. However, there are also downsides such as privacy issues, blurring of personal and professional relationships, distraction due to overuse, and not all students being active on Facebook. The document raises the question of whether Facebook and other social media should be integrated into education and asks for readers' opinions on the topic.
This document summarizes a study that examined English as a foreign language students' motivation levels towards using computer-assisted language learning. The study involved 126 students who completed a questionnaire measuring their motivation. The results showed that most students had high motivation levels and that motivation was significantly correlated with how important students felt learning English was. However, motivation was not significantly correlated with other factors like age, gender, parents' education levels, or computer experience. The study concluded that integrating computers into language learning can be effective for motivating students, as beliefs about a language's importance strongly influence motivation levels.
Online learning from a specialized distance education paradigm to a ubiquitou...James Cook University
Anderson, N., & Hajhashemi, K. (2013). Online Learning: From a specialized distance education paradigm to a ubiquitous element of contemporary education. IEEE, 2(13), 91-94.
Abstract: This paper provides a literature overview of the increasing importance of online learning across all modes of instruction, whether they take place in higher education, school-based or informal education. It then moves to discussing the current situation regarding the Australian university sector and then provides an example of the same subject offered in a School of Education across four different modes – two being face to face and two by distance. The modes are reviewed to examine the use of online learning with the common subject and assessment being the control.
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.
This document provides resources for educators of English Language Learners (ELLs). It begins with background information on the growing ELL population in U.S. schools and their diverse needs. It discusses the difference between social and academic language proficiency for ELLs. The document advocates for individualized instruction that recognizes each learner's capabilities. It also emphasizes the importance of engaging activities and opportunities for informal learning beyond the classroom. The document proposes that a blended learning model, combining online and in-person learning, can help address ELL needs by improving individualized attention, increasing access to learning, and supporting social interaction. Examples of blended learning using mobile devices like iPads, iPods, and cell phones in ELL
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
The Impact of Social Media Technologies on Adult Learning IJECEIAES
Technology and social media have presented significant tools for adult learners to learn and advance continually. Fast technological advancements have enabled development of technologies used for learning. Expansion of various tools has given professors, educaters, trainers, instructers, many alternatives towards the implementation of the technology supported learning. The use of social media can improve adult learning outcomes and academic accomplishment. Social media is increasingly proven to be beneficial in adult learning and has a huge potential for adult education. This paper sheds some lights on benefits of social media for adult learners, this is incorporated through the review of previous work and some barriers that encounters social media for learning purposes. Also some social media models are reviewed to show the growth and effect of social media in adult learning context, and suggestions and recommendations are provided.
A Study on the Expectations of Modern Day Students in Developing Their Englis...inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
2011 eukids on llne 2 full paper proetoimassia gia ekdossiElsa Deliyanni
This document discusses applying new media tools like blogs and social media in primary school classrooms. It summarizes a case study of a school blog run collaboratively by a teacher, students, and parents over two years. Surveys of parents and focus groups with students found that the blog had positive impacts. It engaged students and parents in media literacy activities and diffusion of alternative media patterns. However, teachers need proper training to effectively integrate new media into teaching and develop students' digital literacy skills. The emergence of Web 2.0 requires new approaches to learning that are collaborative, learner-centered, and personalized.
This document provides guidance on effective lesson planning for teachers. It emphasizes that effective lesson plans (1) include essential components like objectives, materials, procedures, and evaluation, (2) are well-structured to keep students and teachers on track to meet objectives, and (3) require thorough preparation to ensure a successful learning experience and clear guidance for substitutes.
This document discusses complex expectations for student learning. It notes that learning is a complex process of interpretation, not linear, and that learners create meaning socially. Deep learning occurs over time through relationships between memory and different contexts. Assessment should focus on pedagogy, curriculum, instructional design, and capturing student learning through experiences and learning styles. Collaborative assessment involves identifying shared learning outcomes and designing methods aligned with practices to assess expectations. Results are interpreted collectively to enhance teaching and learning.
Teaching and learning global english using social media and social interactionJason West
Teaching and learning global English using social media and social interaction explains how English Out There materials work and why they are the first of their kind in the world. Listen to the evidence yourself.
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 that investigated the use of information and communication technology (ICT) among English as a foreign language learners at the National University of Laos. The study found that ICT use was relatively low among students, who generally lacked the necessary computer and internet skills to effectively use ICT for language learning. Most students did not have reliable access to ICT facilities or the ability to utilize online resources for English learning, despite recognizing ICT's potential benefits. The researchers recommend increasing ICT availability and training students in relevant digital skills to improve English education and prepare students for the digital world.
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.
The document discusses how various social media platforms and online technologies can be used for language learning. It describes how social media allows for real-time communication in the target language through interactions with other users. Examples of social media that are discussed include blogs, online games, social networking sites, and interest groups that provide opportunities for immersive language practice. Videos, writing exercises, and communication tools on these platforms help develop language skills in a contextualized manner.
This study investigated the communicative competence of 28 English as a second language (ESL) students in grades 2-5 from 6 elementary schools in Singapore when using an electronic discussion board. Students participated in 3 online discussion activities in small groups. Their messages were analyzed using 19 competence indicators across 4 areas. The researchers found that the discussion board provided equal opportunities for students to participate actively and use different language styles appropriately based on audience and purpose. It helped students achieve goals of social interaction, personal expression, and using varied English registers. The study provides implications for ESL teachers to effectively incorporate online discussion boards to improve students' written communication skills.
Language teaching should not only give learners opportunities to develop their proficiency in a second language but should also enable them to develop their cognitive skills. I hypothesize that the implementation of teaching methods based on teaching unknown languages (pluralistic approaches) helps students develop their metalinguistic competence, a transferable competence we assume independent from the languages used. Furthermore, being confronted to unknown languages without a purpose of learning allows students to apprehend languages differently.
I have explored the educational benefits of such pluralistic approaches on different components of the metalinguistic competence. During the school year 2011-2012, teachers of five year-7 classes led nine sessions of pluralistic approaches: three sessions in Dutch, three in Italian and three in Finnish. 88 students performed, in turn, a metasemantic, a metasyntactic and a metaphonological reflection in groups of four. Group sheets were completed and the verbalization of their discussion was recorded and analyzed, both qualitatively and quantitatively. I want to understand, following Anderson’s research (1995), how students manage to identify relevant solutions in L1 and L2, enabling them to solve the problem they face in the L3 they are discovering. Presumably, the process of proceduralisation helps students develop their metalinguistic competence which, in turn, should enable them to improve their proficiency in the L2 (English) they are learning.
In this presentation, I will first present the theoretical framework before approaching the mixed methodology used. Proof will be discusses as to the enhanced implementation of learning strategies and the development of their metalinguistic competence.
This document summarizes an action research project that explored using blogging across the curriculum to engage elementary school students in the writing process. Surveys found that over half of students knew about blogging, and most teachers believed technology could motivate writing. In the first research cycle, students and teachers were introduced to blogging and commented on sample blogs. The second cycle had students blog on topics in various classes and learn writing skills through blogging. Results indicated that while students enjoyed writing and commenting, many were not inclined to read fully. The researcher was surprised most students disliked reading but wanted to write and comment online.
Virtual Community in Interactive Teaching: Five CasesIOSR Journals
Abstract: Modern teaching methods demand innovative and effective use of technology at utmost level.
Incorporating a virtual community outside classroom teaching has become inevitable in digital age education.
This research was intended to find out how this can be used in terms of interactive teaching and how it can
facilitate students to recover the lacks of learning in classroom. A web community of a university called
Learning Feedback System (LFS) has been used here as the methodology to analyze five sample cases. Effects of
a significant level of interaction in LFS indicated that it helped to reduce the communication gap between
students and teachers that of course leading to proper learning.
Keywords: ICT, Interactive teaching, LFS, Technology education, Virtual Community,
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.
The pros and cons of using facebook in ELTpalbarbi
The document discusses the pros and cons of using Facebook in education. Some potential benefits include promoting collaboration, engaging shy students, creating a learning community, and facilitating communication between teachers, students, and parents. However, there are also downsides such as privacy issues, blurring of personal and professional relationships, distraction due to overuse, and not all students being active on Facebook. The document raises the question of whether Facebook and other social media should be integrated into education and asks for readers' opinions on the topic.
This document summarizes a study that examined English as a foreign language students' motivation levels towards using computer-assisted language learning. The study involved 126 students who completed a questionnaire measuring their motivation. The results showed that most students had high motivation levels and that motivation was significantly correlated with how important students felt learning English was. However, motivation was not significantly correlated with other factors like age, gender, parents' education levels, or computer experience. The study concluded that integrating computers into language learning can be effective for motivating students, as beliefs about a language's importance strongly influence motivation levels.
Online learning from a specialized distance education paradigm to a ubiquitou...James Cook University
Anderson, N., & Hajhashemi, K. (2013). Online Learning: From a specialized distance education paradigm to a ubiquitous element of contemporary education. IEEE, 2(13), 91-94.
Abstract: This paper provides a literature overview of the increasing importance of online learning across all modes of instruction, whether they take place in higher education, school-based or informal education. It then moves to discussing the current situation regarding the Australian university sector and then provides an example of the same subject offered in a School of Education across four different modes – two being face to face and two by distance. The modes are reviewed to examine the use of online learning with the common subject and assessment being the control.
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.
This document provides resources for educators of English Language Learners (ELLs). It begins with background information on the growing ELL population in U.S. schools and their diverse needs. It discusses the difference between social and academic language proficiency for ELLs. The document advocates for individualized instruction that recognizes each learner's capabilities. It also emphasizes the importance of engaging activities and opportunities for informal learning beyond the classroom. The document proposes that a blended learning model, combining online and in-person learning, can help address ELL needs by improving individualized attention, increasing access to learning, and supporting social interaction. Examples of blended learning using mobile devices like iPads, iPods, and cell phones in ELL
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
The Impact of Social Media Technologies on Adult Learning IJECEIAES
Technology and social media have presented significant tools for adult learners to learn and advance continually. Fast technological advancements have enabled development of technologies used for learning. Expansion of various tools has given professors, educaters, trainers, instructers, many alternatives towards the implementation of the technology supported learning. The use of social media can improve adult learning outcomes and academic accomplishment. Social media is increasingly proven to be beneficial in adult learning and has a huge potential for adult education. This paper sheds some lights on benefits of social media for adult learners, this is incorporated through the review of previous work and some barriers that encounters social media for learning purposes. Also some social media models are reviewed to show the growth and effect of social media in adult learning context, and suggestions and recommendations are provided.
A Study on the Expectations of Modern Day Students in Developing Their Englis...inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
2011 eukids on llne 2 full paper proetoimassia gia ekdossiElsa Deliyanni
This document discusses applying new media tools like blogs and social media in primary school classrooms. It summarizes a case study of a school blog run collaboratively by a teacher, students, and parents over two years. Surveys of parents and focus groups with students found that the blog had positive impacts. It engaged students and parents in media literacy activities and diffusion of alternative media patterns. However, teachers need proper training to effectively integrate new media into teaching and develop students' digital literacy skills. The emergence of Web 2.0 requires new approaches to learning that are collaborative, learner-centered, and personalized.
This document provides guidance on effective lesson planning for teachers. It emphasizes that effective lesson plans (1) include essential components like objectives, materials, procedures, and evaluation, (2) are well-structured to keep students and teachers on track to meet objectives, and (3) require thorough preparation to ensure a successful learning experience and clear guidance for substitutes.
This document discusses complex expectations for student learning. It notes that learning is a complex process of interpretation, not linear, and that learners create meaning socially. Deep learning occurs over time through relationships between memory and different contexts. Assessment should focus on pedagogy, curriculum, instructional design, and capturing student learning through experiences and learning styles. Collaborative assessment involves identifying shared learning outcomes and designing methods aligned with practices to assess expectations. Results are interpreted collectively to enhance teaching and learning.
This document discusses a study that examined whether the poor English proficiency of English second language (ESL) teacher students affected the progress of ESL learners during support lessons. The study analyzed errors in portfolios of teacher students enrolled in an Advanced Certificate in Education program at the University of South Africa. The results showed similarities between the errors of teacher students and learners, suggesting the teachers' limited English skills may have negatively impacted learners' English acquisition. However, the document notes other factors could also influence learners and more research is needed.
Evaluation and assessment are processes used to determine the significance, worth, or quality of educational programs, activities, and student progress. There are three main types of evaluation: preliminary evaluation occurs early to provide expectations, formative evaluation provides feedback to improve programs during development, and summative evaluation determines effectiveness at the end. Assessment involves documenting knowledge, skills, and attitudes, usually in measurable terms, and can be formative, summative, or evaluative to provide feedback to students and instructors or evaluate curricula. Assessment should be integrated within learning activities to build insight about learning.
This document discusses past and present paradigm shifts in education and explores potential future learning paradigms in light of entering the knowledge era. It notes that learning processes are still based on a content-driven paradigm but that information and communication technologies are profoundly impacting knowledge production and learning. Going forward, institutions should focus on enabling learners to navigate information and knowledge rather than providing content, and teachers should become coaches to help learners navigate available information and knowledge. This exploration of new learning paradigms anticipates the significant impact of the emerging knowledge economy on how people deal with information and learning.
Tech n 21st century learning presentationMagdy Mahdy
This document discusses the importance of integrating technology into 21st century education. It argues that technology should be used across all subjects to prepare students for a world dominated by technology. While technology may initially seem confusing, it can enhance learning when used appropriately. The document provides examples of technologies like PowerPoint, podcasts, blogs and online communities that can be used in engaged, student-centered ways. Educators are challenged to thoughtfully incorporate new tools and rethink traditional models of education. With guidance, technology can foster higher-order thinking skills and help students adapt to a changing world.
This document discusses a study that aimed to determine the most effective learning theory for teaching multimedia software programs. The study compared the constructivist and behavioral learning theories when instructing Photoshop and InDesign software. A randomized quantitative experiment was conducted with 167 students enrolled in design classes. Results indicated that a behavioral approach was more beneficial than a constructivist approach, with no significant difference found between the software programs. The study provides additional information to the debate on learning theories and their application to teaching multimedia programs.
Crispin Dale is researching the use of podcasting to support student learning. He created podcasts for an undergraduate tourism module to supplement the weekly lectures. The podcasts were 4-6 minutes and included audio, images, and references. They were made available on the university's online learning system and a website where students could subscribe via iTunes. Research shows podcasts can enhance learning by supporting different learning styles and allowing flexible access. Dale's strategies for effective podcasts included engaging the listener, gradually introducing complex topics, using chapter divisions, and providing links to deeper learning materials. Audio and visual quality of the podcasts is also important to support the learning experience.
Literature circles involve small temporary student groups that choose their own books to read. Each group reads a different book and meets regularly to discuss what they've read. Students take notes to guide their reading and discussions. Discussion topics are student-driven and aim to be open conversations. The teacher acts as a facilitator, not an instructor. When books are finished, students share with the class and then new groups form around new reading choices.
The document provides guidance on writing a research proposal and completing a RC/REG (Research Committee/Registration) form for registering a research degree at the University of Sunderland. It discusses the key components of an effective research proposal, including aims, rationale, methodology, timeline, and original contribution. It also outlines the registration process, which involves submitting the RC/REG form and presenting the research plan at a registration meeting with supervisors and reviewers. The goal of the meeting is to ensure the proposed research is viable, significant, and can be completed within the allotted time period.
This document discusses teachers' practical knowledge about teaching reading comprehension. It first provides background on the shift in research focus from teacher behaviors to the cognitions and beliefs that underlie practice. It then reviews literature on different categories of teacher knowledge, including formal knowledge gained from education and practical knowledge gained from experience. The study aimed to examine English for Specific Purposes teachers' practical knowledge about teaching reading comprehension and look for shared and unshared categories among them. It found no shared categories but a significant difference in categories between teachers.
This document provides a critical review of research on the effects of computer-generated feedback, known as automated writing evaluation (AWE), on the quality of students' writing. It finds that while AWE feedback has a modest positive effect on the quality of texts students produce using AWE programs, there is little evidence it transfers to broader improvements in writing proficiency. It identifies factors like the paucity of research, mixed findings, heterogeneous participants and designs, and some methodological issues that limit conclusions about AWE's effectiveness. It calls for more classroom-integrated research emphasizing how AWE can support writing instruction.
Effective teachers understand how children learn through educational theories like Piaget's constructivism and Vygotsky's social learning. They support children's literacy development by scaffolding experiences like modeled, shared, interactive, and guided reading and writing. Teachers create a community of learners through demonstration, engagement, response and assessment, while organizing literacy instruction through units, literature circles, workshops, and basal reading.
This document discusses the importance of considering context when developing a curriculum. It outlines three key propositions: 1) education must incorporate a vision of the future, 2) there are increasing demands on students, and 3) how students learn may be more important than what they learn. The document then discusses stakeholders to involve in nursing programs and environmental influences to analyze, such as the health, education, professional, and societal systems. It concludes by listing resources to analyze and questions for discussion, such as how local curricula can prepare students for other settings.
This document discusses different philosophies of curriculum development in nursing education. It outlines three broad streams of educational philosophy: conservative, progressive, and radical views. The conservative view aims to transmit established bodies of knowledge to learners. The progressive view believes education should focus on learners' experiences and interests rather than predetermined content. Educational philosophies guide curriculum choices and decisions in nursing programs.
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.
This document provides answers to 6 questions related to conducting a study on using social media as a platform for online English classes. The proposed study would use a mixed methods approach, including surveys, interviews, observations and statistical analysis to examine pedagogical practices and student engagement when social media is used for online English courses. The goal of the study is to better understand the effectiveness of social media and provide recommendations for its use in online English education.
Should Gorden Secondary School use Facebook in the classroom?Betty Wakia (白丽)
The document discusses a study conducted at Gorden Secondary School in Papua New Guinea to determine if students and teachers want to integrate Facebook into classroom learning and teaching. Surveys were distributed to 324 students and 15 teachers. The results showed that Facebook was the most popular and frequently used social media platform. Most students spent 30-60 minutes per day on social media to keep in touch with friends and family or find news updates. While Google was more commonly used for assignments, some students utilized Facebook and other sites for research. Overall, the findings suggested that integrating Facebook and other social media could provide educational benefits if used appropriately in the classroom.
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.
The Advantages ofUsilng Technology inSecond Lanlguage E.docxmehek4
The Advantages of
Usilng Technology 'in
Second Lanlguage Educat'ion
Techwnology lntegrat'lon 'in Foreilgn ILanguage
to a Cownstructmovist Learn'lng Approach
BY Li WANG
UNIVERSITY OF CENTRAL FLORIDA
38 T.H.E. Journal I www.thejournal.com I May 2005
ith the advent of networked comrputers and lnte:rnet technology,
computer-based instruction has been widely used in language class-
rooms throughout the United States. Computer technologies have
dramatically changed the way people gather information, conduct research
and communicate with others worldwide. Considering the tremendous startupyV
expenses, copyright issues, objectionable materials and other potential dis-
advantages of technology, much research has been conducted regarding: the
effectiveness of, and better strategies for, technology integration.Taking the
characteristics of language learning into account, 'this article helps answer two
important questions: Do we need technology in language classrooms? And
what kinds of services do comp:uter technologies provide for :these classroomrs?
Background Studies
Web-based writing instruction has proved to be an impor-
tant factor in enhancing the writing quality of low-ability
English as a foreign language (EFL) students. In a study
designed to examine the effectiveness of Web-based instruction
in the writing of freshman EFL students, Al-Jarf (2004) found
that the use of Web-based lessons as a supplement to tradi-
tional in-class writing instruction was significantly more effec-
tive than teaching which depended on the textbook alone. The
experimental group of students received online instruction in
which they posted their own threads, short paragraphs, stories
and poems on a discussion board. They also located informa-
tion from the Internet, as well as wrote paragraphs and checked
their own spelling using Microsoft Word.
In another study, Hertel (2003) describes an intercultural
e-mail exchange at the college level where U.S. students in a
beginning Spanish class and Mexican students in an interme-
diate English as a Second Language class corresponded weekly
for one semester. Survey results revealed this student-cen-
tered endeavor had the potential to
change cultural attitudes, increase _
knowledge and awareness of other The best
cultures, foster language acquisition, al anguag
as well as boost student interest and active, aur
motivation in language and cultural ronmenti
studies.
Bernhardt, Rivera and Kamil technoloe
conducted a study in 2004 to exam- interet
ine the practicality and efficiency ful tools 1
of Web-based placement testing for these apj
college-level language programs.
Qualitative analysis of the data indi- langiJag
cated that students, administrators
:wi
re
ith
' 1
and instructors benefited from the online placement tests. For
students, accessing a placement test at their convenience with-
out making an extra summer trip to campus was seen as an
incredible time-saver. At the same time, havin ...
Extent of social media usage by students for improved learning in Tertiary In...iosrjce
The document discusses a study that was conducted to ascertain students' perceptions of using social media for educational purposes. The study surveyed 200 students from three universities in Rivers State, Nigeria. The results found that social media is frequently used by students for educational activities like communication, sharing ideas, and interacting with others. Students generally have a favorable attitude towards using social media. There were also significant differences found in social media usage and attitudes between male and female students, as well as across the three universities. The study recommends incorporating social media into university curriculums to enhance education.
International Journal of Education (IJE)ijejournal
International Journal of Education (IJE) is a Quarterly peer-reviewed and refereed open access journal that publishes articles which contribute new results in all areas of Educatioan. The journal is devoted to the publication of high quality papers on theoretical and practical aspects of Educational research.
The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on Educational advancements, and establishing new collaborations in these areas. Original research papers, state-of-the-art reviews are invited for publication in all areas of Education.
REVISITING INNOVATIONS IN ELT THROUGH ONLINE CLASSES: AN EVALUATION OF THE AP...Mohammad Mosiur Rahman
The ubiquity with regard to technology and availability of social media offered an unorthodox avenue to impart education. Concerning language teaching and learning, the meticulous use of such online platforms has been overtly observed. They become didactic concerning the issue that typical classrooms often exert gaps in terms of students’ learning. 10 Minute School, a platform to infuse language teaching and learning through Facebook live classes, undertakes the responsibility to bridge the gaps yielded from traditional English language classroom in an EFL context. The aim of the current study was to carry out a subtle analysis concerning the design of this online learning program in relation to Cognitive Load Theory (CLT) and its implication to e-learning. The study adopted the deductive method of content analysis. The themes have been shaped based on the teaching contents of 10 Minute School. The findings suggested that the approach undertaken by 10 Minute School for its online teaching and learning was instrumental to students’ quick learning.
Graduate students' attitude towards e learning a study case at imam universityDr. Ahmed Farag
In the past few years, a new wave of many technologies, particularly the Internet has emerged with the potential to further enhance the teaching and learning environment in higher education. Many studies in the recent years have shown that E-learning use in the classrooms has increased over the past years. However, the process of E-learning and its applications is limited in the Kingdom of Saudi Arabia. Through this empirical study, a limited research was initiated to track the perceptions of the students toward the E-learning. The results indicate an overall positive attitude towards the E-learning
EFL Students’ Perceptions and Attitudes towards Facebook as anEducational Lea...inventionjournals
The purpose of this study was to examine EFL students’ perceptions and attitudes towards Facebook as an educational learning tool.Participants were twenty eight undergraduate female students who experienced teaching and learning through Facebook and some classroom and face-to-face sessions. The researcher, to collect data, prepared and used two instruments; The first was face-to-face interview, while the second was Facebook Perception and Attitudes Questionnaire. Having conducted interviews, and administered the Facebook Perception and Attitudes Questionnaire, data were analyzed quantatively and qualitatively. The findings revealed that students had high and positiveperceptions of Facebook and its activities as a learning environment. Also, students had good and favourable attitudes towards using Facebook on teaching and learning.
1 Social Media and Education Class Objectives • .docxjoyjonna282
1
Social Media and Education
Class Objectives
• To provide an overview of the use of social media in educational institutions
• To explore how social media is used to advance education
Introduction
The internet has opened up spaces for individuals from different parts of the world,
generations, class, gender and race to gain access to higher education. These forms
of “borderless” learning platforms allow professors to facilitate linear interactions
with students as students take charge of their learning by posing questions and
posting content virtually. The popularity of online courses is demonstrated by a
study conducted by the learningSloan Foundation study consisting of more than
2,500 colleges and universities. The study findings indicated that online enrolments
were growing substantially faster than overall higher education enrolment, and the
17% growth rate in online enrolments far exceeds the 1.2% growth rate in the
overall higher education population (Allen & Seaman, 2010, cited in LeNoue, Hall,
Eighmy, 2011, pp. 4-5). Allen and Seaman classified an online course as one in which
more than 80% of content is delivered online and reported that over 4.6 million
students were taking such courses during the fall 2008 term (p.5). Clearly, online
courses are becoming a preferred means of learning mainly because of their
convenience—students are able to navigate, full time employment, family
responsibilities and other commitments. Many online instructional settings utilize
content management systems that allow for a two way communication between
students and the professor. The forums deviate from lecture structures and
professors in the online context as seen as facilitators of knowledge encouraging
active and experiential learning and teamwork to enhance cooperation and
collaboration. Would you categorize the online classes provided by UCW as a social
media forum?
Beyond online classrooms, universities use social media mainly for marketing,
communication and alumni relations. Universities now combine the use of social
media with their own homepages as a recruitment tools (For example, last year
UCW’s homepage provided access to Facebook, Twitter and YouTube). Universities
are also using social media to reach out to their alumni. A 2012 survey by the
Council for the Advancement and Support of Education (an association of university
and college professionals in development, alumni affairs and communications)
shows that 83 percent of U.S. colleges and universities are using social media to
engage alumni, with 96 percent on Facebook, 80 percent on Twitter, 73 percent on
YouTube, and 68 percent on LinkedIn (Frank, 2013). These statistics give an
illustration of how social media are used for communication between universities
and the public.
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2
Social media has also gained ...
The document discusses a study that explored using Facebook to support foreign language learning among university students in Turkey. Interviews found that Facebook provided opportunities for interaction, collaboration, and practice in the target language that increased students' motivation, confidence, and language skills. However, some students had concerns about privacy, overuse of the site, and limited internet access inhibiting their participation.
A Study on Awareness and Usage of Social Network among Teachers Educators in ...ijtsrd
Social networks have significant impact on the changing scenario of education It is the fundamental necessity of teacher educators. Teacher educators make use of the social networking to learn and communicate. Through the social networking, the teacher educator can find knowledge resources in any discipline. They can also share their discipline. They can share their ideas in any part of the world through, World Wide Web. E mail. Facebook and whatsapp and twitter. It leads to improve thinking and learn concepts. Social networks helps to communicate with other students and teacher educators which provide sharing Of lessons or the specific classroom problems and social issues. G. Guru Prakash Raja | Dr. T. Selvaraj "A Study on Awareness and Usage of Social Network among Teachers Educators in Tirunelveli District" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-4 , June 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49973.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/49973/a-study-on-awareness-and-usage-of-social-network-among-teachers-educators-in-tirunelveli-district/g-guru-prakash-raja
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.
This document summarizes a research study about code-switching usage on social media in Oman. The study explored students' and educators' attitudes towards using code-switching between Arabic and English on social networking websites for educational purposes. Questionnaires were administered to 336 students and 20 educators at a university in Oman. The results showed that most students and educators have positive attitudes towards code-switching on social media, with WhatsApp being the most used platform. The study concluded that code-switching is an accepted practice in bilingual educational contexts and can help facilitate communication and understanding on social networks.
Social Media and Facebook for learning: methodological aspects and main resul...Stefania Manca
The document summarizes two research studies conducted by Stefania Manca on the use of social media and Facebook for learning. The first study was a literature review that found Facebook has been used mainly as a learning management system rather than fully utilizing its affordances to blend information sources. Barriers included institutional policies and traditional pedagogies. The second study surveyed Italian academics and found they use social media more for personal and professional purposes rather than teaching. Use varied by discipline, and barriers included cultural, pedagogical, and institutional factors. Overall, the studies show potential but also limitations in social media integration in education due to various obstacles.
PPT BAHASA INGGRIS ANALISIS JURNAL .pptxDeaRahmadani9
Online learning media can effectively improve physics learning outcomes for high school students during a pandemic. A review of 25 articles found that digital learning platforms like Google Classroom and virtual labs like PhET are useful tools that have improved learning based on various studies. Research has shown that e-learning media can improve outcomes with effectiveness ranging from 21.72% to 94.47% on average. However, the success of online learning depends on factors like available infrastructure and student/teacher technology skills. Overall, the document concludes that digital-based online media is very effective for physics learning during the pandemic.
Symp.improving first yearretentionthroughsocialnetworkingMichaelWeston
This document summarizes a presentation about Purdue University Calumet's program to improve first-year student retention through the use of social networking and learning communities. The program placed new students into physical and virtual learning communities with block schedules of common courses. It utilized the university portal and Facebook groups for student and faculty communication. An evaluation found that students were more engaged when instructors actively used the Facebook groups, and preliminary findings suggest the program improved student satisfaction and connections.
The document discusses a study that explored teaching pragmatics to 9-year-old Japanese EFL students through dialogic intervention using visual narratives. Three students received three lessons over six weeks using three English picture books, focusing on levels of politeness, requests, and sociopragmatically appropriate behaviors. Assessment included formality judgment tasks, discourse completion tasks, and student-generated visual tasks. Video data showed that repeated visual assistance from the teacher and peers led to enhanced pragmatic awareness, though limited English exposure made it difficult for students to produce new expressions or match language to context appropriately during instruction.
This manuscript describes a two-phase process to redesign a university graduate college's program evaluation measures and methods. In phase one, the team conducted a needs analysis through literature review, focus groups, and interviews. Based on stakeholder feedback, they redesigned the evaluation instruments and conducted alpha testing. In phase two, they revised the instruments based on alpha testing data and conducted beta testing with over 2,000 students. The final redesigned evaluation system replaces a paper exit questionnaire with multi-event, online assessments aligned with organizational goals and reporting needs. It provides longitudinal data to support program improvement at the graduate college and department levels.
This chapter introduces the key questions addressed in the book regarding the role of emotions in educational change, teaching, teacher education, and leadership. It notes that while teacher emotions have increasingly become an important topic, there are relatively few books focused specifically on emotions in education. The book aims to contribute new understandings on how emotions affect teachers' work and lives, the implications for managing educational change and school improvement, and how teacher education can address emotions. It does so through original chapters from international scholars responding to five questions on the central themes and impact of teacher emotions.
This study examined the use of communication strategies by ESL learners during a game-based activity and the influence of teacher and student beliefs on strategy use and fluency development. Video recordings were analyzed of students playing a spot-the-difference game in pairs to identify their strategy use. Interviews with teachers and students explored their beliefs about effective strategies. The results revealed hesitation was a commonly used and approved strategy and that teacher beliefs influenced student strategy use and fluency levels.
This document discusses various aspects of effective classroom management. It defines classroom management as establishing discipline, being prepared, motivating students, and providing a safe learning environment. Good classroom management varies between teachers based on their style, personality, and student population. It is important for teacher satisfaction and helping students cooperate. Principles include minimizing disruptions while teaching self-management. Techniques involve focusing attention, moving around, and engaging students. Transition time between activities should be minimized to maximize engagement. Awareness of what is happening, known as "withitness," is also important. Rules and communicating clear expectations help establish control. Understanding behavior functions can inform appropriate responses to misbehavior.
1. A scientific paper is a published report describing original research results that must adhere to specific formatting and publication guidelines.
2. To be considered a valid primary publication, a paper must be the first disclosure of research, provide sufficient experimental details, be essentially permanent, and be accessible to the scientific community.
3. Most scientific papers follow the IMRAD structure of Introduction, Methods, Results, and Discussion, though some fields use variations and exceptions exist. The goal is to communicate research findings in a clear, uniform manner.
This document provides guidance on effective lesson planning for teachers. It discusses the importance of planning, identifying goals and standards, assessing students, and incorporating best practices. An effective lesson plan includes objectives, materials, introduction, presentation, practice, evaluation, and closure. Detailed plans are important for guiding instruction and supporting substitute teachers.
The document discusses how to evaluate information sources for reliability. It introduces CARRDS, a tool for evaluating credibility, accuracy, reliability, relevance, date, source, and scope/purpose of information. Questions are provided for each element of CARRDS to help determine if a source is trustworthy enough to be used. The document also discusses how to use domain suffixes to gauge the validity and potential bias of a source. Sources like .edu and .gov are generally reliable while .com may have built-in bias and .org could be biased towards the organization.
This document discusses moving beyond multiple-choice questions in interactive e-assessment. It begins with an introduction to assessment types and a simple assessment model. It then provides examples of interactive e-assessment tools and techniques, such as diagnostic quizzes, Java applets, simulations, virtual worlds, and role-plays. Finally, it speculates on future types of assessment that may involve more immersive and authentic environments, and measure higher-order skills like problem-solving.
The document discusses inquiry-based learning (IBL) and problem-based learning (PBL). IBL requires students to go beyond memorization and apply solutions to problems. It shifts students from passive learning to active engagement through investigating real phenomena. PBL uses cognitive conflict or puzzlement as the stimulus for learning. Both approaches emphasize self-directed learning through investigating authentic, meaningful problems with guidance from teachers.
Reflective writing involves thoughtful analysis of teaching experiences to improve future practice. It requires teachers to examine how experiences inform their practice, not just describe actions. Reflective thinking allows consideration of how similar situations may be approached differently. Reflection overlaps with analysis by asking why certain outcomes occurred, and involves self-assessment of past lessons to guide future instruction. When reflecting, teachers should focus on interpreting student performance to enhance teaching, and ask what was and was not known about students and their learning.
This document discusses the importance of imagination in curriculum and teaching. It argues that human learning is an imaginative activity, yet most high school curricula are lacking in imaginative material and focus too heavily on standardized tests. This document proposes incorporating more imagination into daily teaching activities and using creative assessment techniques that evaluate students based on their abilities rather than test scores alone. It suggests understanding how teenagers think and feel before designing curricula or assessments. Finally, it provides some examples of imagination activities that could be included, such as student-generated learning units, daydreaming, oral traditions, and drama.
This document is a dissertation proposal submitted by Takayuki Nakanishi to Temple University's Graduate Board in partial fulfillment of the requirements for a Doctor of Education degree. The purpose of the proposed study is to conduct a meta-analysis of existing research on extensive reading to investigate the overall effectiveness of extensive reading and whether factors like learners' ages and length of the extensive reading program impact outcomes. The meta-analysis will analyze data from group comparison studies that included control groups and pre-post studies that only included experimental groups. The proposed dissertation will contribute to understanding the trends shown in past extensive reading research and guiding future research directions.
This document provides an overview of different research methods used in education research, including both quantitative and qualitative approaches. It discusses basic, applied, evaluation, and action research. It also covers descriptive research, correlational research, causal-comparative research, experimental research, and ethical considerations related to research methods and instruments. Key points include different types of sampling, challenges to sampling, considerations for research instruments, and threats to internal and external validity for experimental designs.
This document provides guidance on writing a research proposal. It discusses what constitutes research and outlines the typical structure and components of a research proposal, including an introduction with the problem statement and objectives, a literature review, research questions or hypotheses, research design and methodology, data collection and analysis plans, and a timeline. It also covers defining the population and sampling, developing and validating instruments, and formatting references. The goal is to present the key elements in a research proposal to systematically plan and design a research study.
This document provides guidance on writing a research paper, including the importance of publication for scientific progress. It discusses various aspects of writing a paper such as choosing a publication type, structuring the paper, selecting results to include, writing the title, determining authorship, and drafting the abstract. Key recommendations include identifying the paper's aim early, waiting until results are finalized before writing, and communicating the work in a clear manner to ensure it is read and understood.
The document provides guidance on developing a competitive CAREER proposal for submission to the National Science Foundation (NSF). It discusses key elements of a successful CAREER proposal including developing a strategic research plan, choosing an appropriate research topic, finding the right program at NSF, and writing an effective summary. The workshop emphasizes that the CAREER award is for career development, not solely research, and proposals must clearly articulate research and education objectives and approaches. It also provides dos and don'ts for proposal writing and highlights important questions for potential applicants.
This document discusses qualitative research methods, specifically participant observation. It provides an overview of qualitative research approaches, contrasting them with quantitative methods. The core activities of qualitative research are then examined, including literature reviews, the researcher's role, participant selection, data collection settings, analysis, and data saturation. Common qualitative methods like ethnography, grounded theory, and phenomenology are also summarized. The document concludes by focusing on participant observation as a key data collection technique in qualitative research.
This document provides an overview of research methodology and the scientific method. It discusses the key steps in the scientific method including making observations, developing questions and hypotheses, conducting experiments to collect data, analyzing the data, and drawing conclusions. The document also provides examples to illustrate concepts like the difference between accuracy and reliability in measurement. The overall goal is to help students develop an understanding of fundamental research methodology principles.
1. 350
The 8th
International Scientific Conference
eLearning and software for Education
Bucharest, April 26-27, 2012
10.5682/2066-026X-12-056
USING SOCIAL NETWORKING IN EFL CLASSROOM IN HIGHER EDUCATION
Hediye Gamze TÜRKMEN
Foreign Languages – Prep School, Gediz University, Hurriyet St., Cankaya, Izmir
E-mail: gamze.turkmen@gediz.edu.tr
Abstract: University students in Turkey face a lot of problems while learning a second language. One of
the most significant problems is that the students lack motivation and urge to study a foreign language,
especially using traditional learning techniques. This study included a group of Turkish university-level
pre-intermediate students that have started to utilise a social networking website (Edmodo.com) as a
language learning device beside their regular classes. A tailor-made supplementary program was
developed to adapt the present curriculum. During the study, the students were asked to do
assignments and received teacher feedback on Edmodo.com. After a brief of overview of social
networking and language learning opportunities, this paper discusses motivational benefits, the
changing role of teachers and adaptation issues being faced during the research, while presenting a
case study and an analysis of the feedback taken from the questionnaires.
Keywords: Web-based learning environments – Motivation – Teaching English As A Foreign Language
I. INTRODUCTION
As an indispensable mediator of autonomous study and innovative language education, the
Internet provides adult learners with brand new opportunities to learn and practice a foreign language.
Day by day, more institutions of higher education are adopting systems that make use of online
interaction tools, learnware, online language labs, and assesment software. Recent studies have proven
many benefits of using the Internet for providing stronger motivation for learning and practicing the
target language (Madrid, D. et al, 1993) How to achieve these benefits in compliance with present
curriculum that is already adopted at an educational organisation has become a crucial question.
Benefits of using the Internet have widely accepted. However, how to achieve these benefits has not
been clear for every classroom scenerio (Day, R., 1998). To examine possible answers to this question,
three topics, such as motivation, teacher's role and learner autonomy were highlighted. A major and
creative Internet attraction for adult learners, social networking could provide new opportunities for a
more motivated and learner oriented language classroom. To examine the possibilities of an efffective
use of social networking concept as a solution has become an agenda for our study.
For the past three decades, motivation has been a central area for empirical research and
theoretical work within the context of learning a language other than one's mother tongue, in other
words in the context of second language learning (L2). Motivation is “one of the most appealing,
complex variables used to explain individual differences in language learning” (Vaezi, 2008).
Motivation in language learning has been explored by significant scholars like Krashen and Gardner
and a wide range of researches have revealed that motivated students “has favorable attitude toward
the language situation” (Masgoret & Gardner, 2003). Krashen's monitor model considers attitudes and
motivation most influential in unconscious language acquisition. Motivational level of learners
become a significant aspect of their language intake (Krashen, 1981).
2. 351
In Turkey, adult learners have a common problem of low motivation which depends on many
factors. To achieve international standards of language learning, it is necessary to adopt new
techniques and create a learner oriented environment with an extent of student autonomy and increase
motivation. Students obtain a second world with a second language. Nonetheless, they do not usually
know how to enjoy it or make it a part of their daily lives. Since the Internet and social networking
sites like Facebook and Twitter are a huge part of their lives, a second language learning process could
be a part of it, hence turning English into a real part of the students lives, not just an mandatory lesson
to study to get higher exam grades. Due to the fact that learning process is very much related to
motivational process and its principles (Kundu & Tutoo, 1988), new elements to increase motivation
could bring various new opportunities to a language classroom.
The aims of this study were investigated through the following research questions:
1-) Could using a social networking site increase the students motivation for learning
English?
2-) In what ways would combining the Internet social networking options with the curriculum
help the students while learning a second language?
In this study 84 prep students (34 females & 50 males) were randomly selected from the total
populations of one university's English Preparatory School. 52% were from Faculty of Economics and
Administrative Sciences and 48 % were from Faculty of Engineering and Architecture. The fact that
all participants pursue studies in different departments was an advantage to see different perspectives
about language learning process. 50 participants were B2 level and they were included in the first step
of the research in 2011. 34 participants became active users of Edmodo.com and joined the second
step of the research in 2012.
II. MATERIALS AND METHODS
The first research conducted in the same institution in 2011 revealed that the adult learners
face specific problems such as lack of motivation, lack of integration the foreign language being
learned with the current cultural environment and daily life, and they reported that they found
traditional methods of teaching “unappealing”. The 2011 research included 50 prep class students of
intermediate level who expressed that they were exposed to English mostly on the Internet, especially
on social networking web sites. In consequence of these findings, it was decided that a social
networking web site would be used to analyze motivational process. Some concerns were raised while
determining which web platform was the most suitable for a study of these aims.
First problem waiting to be solved was how to match the present curriculum with an Internet
resource. There are various professional web sites that aim to teach English as a foreign language to
adult learners from different cultural backgrounds and these web sites are getting more and more
popular everyday. However, for university students who already attend a preparatory program to learn
English as a foreign language, the Internet resources can not always be a ready-to-use solution.
Primarily, preparatory schools of universities such as the ones in Turkey follow their own curriculum
and systems that prepare students to facilitate their adaptation to a second language environment and
fulfill the needs of English – curriculum department, students need to find tailor made solutions on the
Internet which could comply with their present training programs. Secondly, students express their
negative views towards studying at home and a typical English teaching website could discourage
them.
Second question was how an English teaching platform could appeal students and convince
them that English could become a part of their lives. To decide on a suitable platform that would
conform with their online identities, a profile survey was out. The survey consisted of multiple choice
questions and open ended questions. 34 students from pre intermediate level attended. The results
were as follows:
41% the students spend more than 2 hours on the Internet whereas only 11% spend less than 1
hour or none and 29% spend 1 or 2 hours a day. 65% of the students defined themselves as active
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Internet users for 5 - 10 years. Only 11 % defined themselves as active users for 1 to 2 years and one
of these students were from Somali. 65 % of the students state that they used various equipment such
as laptops or mobile phones to go online. This implies that they can access the Internet almost
everywhere anytime they need. 78% of the students state that they usually visit social networking sites
such as Facebook on the Internet. 13 % of the students express that torrent sites are their favorites. The
percentages of the students who use only English and who use various languages are the same: 41%.
Only 8% of the students state they only use Turkish when they are online. Regarding the data, it is
possible to say that majority of the group consists of active Internet users that spend more that 2 hours
on the Internet, mainly on social networking websites and are able to go online both by laptops and
mobile phones and state that they have used the Internet for 5 - 10 years. Knowing that they belong to
an age group of 17 - 19, they present a profile of young starters since the Internet was introduced to
them when they were younger than 10 years old and their Internet identities were mostly related to
social networking sites.
As a consequence, an educational website that resembled popular social networking sites and
enabled social networking features would be the right choice for our research. Claiming that it is being
used by 5700000 teachers and students globally, Edmodo.com provides a user friendly platform to
connect, collaborate, share content, give and assess assignments, access homework, grades and teacher
notices. Edmodo.com allows teachers to post messages, start polls, discuss classroom topics, assign
and grade classwork, share content and materials, and network and exchange ideas with their peers.
Students are allowed to build their own profiles, upload their photos and send messages to their
teacher. In this study, three different classes formed their own groups and two of the classes used
Edmodo.com actively. 84 students participated in total and 17 of them were from the lowest scoring
classes of the prep school. The reason why the lowest scoring classes were included in this study is it
is assumed that low scoring students usually have low motivation (Wise & DeMars, 2003).
The first group to use Edmodo.com started their prep-education in September 2011 within the
first module which lasted for 8 weeks. These participants were in a randomly chosen class. The
general success rate of this group was unrated since they were A1 level. Since they were beginners,
they quickly embraced Edmodo.com as one of the new educational tools in their lives. Soon, the
students expressed how pleased they were to use new methods and “Education Facebook” at school in
oral surveys in person. Being renamed by the students as “Education Facebook”, Edmodo.com became
a significant part of main course lessons and it was used to post additional vocabulary tests and writing
assignments. The first group of participants passed A1 level with high scores and the relation between
Edmodo.com and their success was questioned by a brief survey.
The second group of participants was from the lowest scoring classes. This time, it was an A2
level group. They used Edmodo.com as a supplementary system to their main course lessons. They
formed an online community on Edmodo.com and the main course instructor directed them.
Numerous exercises and worksheets were posted on Edmodo.com. Writing assignments were
delivered and assessed on the community, as well. Since writing grades were crucial to pass the level,
the students started to follow the website more often. In pre-survey, all of the students admitted they
had a habit of submitting their writing assignments late in the previous level. In the first week of A2
level, the writing assignment of the week was written on the white board and explained by the
instructor in person. However, 92% of the students failed to submit their assignments on time and 76%
of the students failed to understand the task properly. When Edmodo.com was introduced, the students
did not want to sign up. Some of them told it was another “homework website”. Nonetheless, when
they were informed by the first group, they wanted to participate in this “Education Facebook”. After
8 weeks of application, their motivational levels were assessed via survey. The Integrative and
instrumental motivation scale of Likert Scale format of Gardner's Attitude / Motivation Test Battery
was adapted to a 5-point scale. The open-ended questions were analyzed to provide an in-depth
understanding of the reasons of the positive outcome / high motivation when Edmodo.com was used.
The majority of the students (77.2%) stated that they had eventually become more motivated to learn
English when they used the Internet. The majority of the students (81.5%) reported that they were
primarily motivated by using new things which reminded them their favorite websites. Consequently,
they believe that if they can express themselves more on the Internet while learning English, they will
feel “motivated” and “encouraged”. 62% of the participants defined Edmodo.com as “motivating”,
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and “entertaining” and 71% of them mentioned the importance of studying English on a website where
they could build their profiles with photos. Both the A1 group which was the randomly selected and
the A2 group which was selected from the low scoring classes attended final written and oral surveys
and 97% of the students reported Edmodo.com provided them a perfect environment to do
assignments and further study.
III. DISCUSSION
The result of the study showed that the prep students participated in the study benefited from
using Edmodo.com in their English classes. Although all statistics have not been analyzed yet, since
they will be compared with the next years results and all the written and oral survey results will
constitute a complete research on Technology Enhanced Language Learning (TELL). As mentioned,
teacher's role has been changed while using Edmodo.com. The instructor's research diary proved that
the preparation time reduced as well the interference amount. The instructor defined her new role as “a
guide” instead of “an ultimate leader” in the classroom. Her posts were responded rapidly by the
students and she has become a “moderator” in that communal environment. This finding is
meaningfulfor the aims of TELL in general because the role of an ESL/EFL teacher is changing
worldwide while “teaching” is being replaced by “learning”, providing a more active role for language
students. ESL/EFL teachers are the ones to process information and transform into knowledge through
new technologies and initiate a process of rethinking educational and training procedures in today's
`Knowledge Society' (Rüschoff & Ritter, 2001).
According to responses collected in the final questionnaire, Edmodo.com was an appealing
website for the participants mainly because it reminded them of “Facebook”. None of the participants
wanted to use Facebook instead of Edmodo.com because they did not want to use all their personal
information for educational purposes. Therefore, Edmodo.com provided them a “perfect” environment
giving them an opportunity to learn and enjoy. There is also a modest implication on learner autonomy
due to the fact that the participants reported that they enjoyed studying on Edmodo.com on their own
and could use its features to test their own skills at home.
Two main research questions could be answered basically. A social networking site could
increase students' motivation for learning English. Combining the Internet social networking options
with the curriculum helps the students while learning a second language in various ways, including
increasing participation, as well as motivation while decreasing teacher's preparation time. Still, more
data have to be collected and thoroughly analyzed. Since the research will take more years to measure
the responses of a wide range of language students, new findings might come up, not to change these
two answers completely, but to extend and transform them according to new needs and new horizons.
IV. CONCLUSIONS
The findings of this research indicate that if applied properly with certain aims, a social
networking site that reminds students of their daily life can provide learners with a frame to assist
them in structuring and coordinating acts of knowledge construction. The attributes of a successful
technology-enhanced language learning environment (TELLE) are that it should provide interaction
and communicative skills, be student-centered and promote student autonomy, use multiple modalities
and provide appropriate feedback and assessment ( Warschauer, 1996). Edmodo.com offers various
services for language classes that are able to meet some of these attributes.
It is clear that learning motivation in an EFL classroom is determined by many different
aspects of the process (Dornyei, 1990). The conclusion is that a further research and a detailed
quantitative research need to be carried out. Effectiveness of using social networking should be
researched more, analyzing more results collected for a larger number of students in different language
schools. There is a lot of work to do to fully evaluate the benefits of social networking in EFL
classrooms.
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