مجال
التميز
|
تميز
دراسي و بحثي
|
|
|
البحوث المنشورة
|
|
البحث (1):
|
|
عنوان البحث:
|
Improving 13-Year-Old Students’ English Vocabulary
Achievement Using Interactive Whiteboard (IWB) in Jeddah, Saudi Arabia
|
رابط إلى البحث:
|
Click here
|
تاريخ النشر:
|
03/11/2016
|
موجز عن البحث:
|
Acquiring vocabulary is a fundamental
step in learning languages. Exploring new learning strategies and tools are
essential to expand learners’ vocabularies. This study aims to explore the
effect of learning English vocabulary using an Interactive Whiteboard (IWB)
in comparison to traditional boards. The study was conducted at a male
Intermediate School in Jeddah, Saudi Arabia, during the academic year
2015–2016. A six-week experimental study, including pre-testing and
post-testing, was applied to two classes which were randomly selected as the
treatment group and control group which included 50 students in total. The
Mean, Standard Deviation and paired t-test were used to analyze and compare
the results using SPSS. The results showed that there was a significant
increase in students’ English vocabulary achievement in the treatment group.
The conclusion is that IWB provides a potential vocabulary-learning strategy.
It is recommended that the additional strategy of integrating different
technology into language classes be employed.
|
|
|
البحث (2):
|
|
عنوان البحث:
|
Investigating
Teachers’ Attitudes towards the Effectiveness of Using Interactive
Whiteboards When Teaching English as a Foreign Language
|
رابط إلى البحث:
|
Click here
|
تاريخ النشر:
|
March
2017
|
موجز عن البحث:
|
This
paper investigates teachers’ attitudes towards Interactive Whiteboards (IWBs)
in English language (ELT) classrooms in Jeddah, Kingdom of Saudi Arabia
(KSA). The paper is based on the theoretical framework of the Technology
Acceptance Model (TAM), which explains individuals’ behaviour in accepting
and adopting the use of technology. A two-phase case study approach using
questionnaires and interviews was employed to investigate the attitudes of
teachers towards integrating IWBs in English classrooms with the objective of
identifying their different features, usages, usefulness, and ease of usage.
The study took place at six male state schools. The results show that the
majority of teachers in the sample have positive attitudes towards the
usefulness and ease of using IWBs. Teachers believe that IWBs provide a
productive teaching method to enable them to motivate their pupils and work
cooperatively and that they remarkably improve children’s cognitive learning,
particularly in primary schools. Teachers believe that the basic system of
IWBs is easy to use and helps them to save time; however, there are some
functions of IWBs that could be used to increase teachers’ productivity
through providing appropriate training sessions. This paper concludes with
teachers’ belief that IWBs are a potential means of receiving knowledge and
information. Further investment is required into providing more training
sessions by professional trainers to enable teachers to use all the features
of IWBs.
|
|
|
المؤتمرات العلمية:
|
|
المؤتمر (1):
|
|
عنوان المؤتمر:
|
3rd 21st Century Academic Forum Conference
|
تاريخ الإنعقاد:
|
20-22/09/2015
|
مكان
الإنعقاد:
|
Boston,
Massachusetts. USA
|
طبيعة المشاركة:
|
Paper
presentation
|
عنوان المشاركة:
|
Investigating teachers’ attitudes towards the
effectiveness of using the interactive whiteboards when teaching English as a
foreign language
|
ملخص المشاركة:
|
This
paper investigates teachers’ attitudes towards Interactive Boards (IWBs) in
English classrooms in Jeddah, Kingdom of Saudi Arabia (KSA). The paper is
based on the theoretical framework of Technology Acceptance Model (TAM) which
explains individuals’ behaviour to accept and adopt the use of
technology. A two phase case study
approach using questionnaires and interviews was employed to investigate the attitudes of teachers towards
integrating IWBs in English classrooms with the objective of identifying
theirs different features, usages, usefulness, and ease to use. The data were
at three male state schools (primary, intermediate and secondary). The
results show that the majority of English teachers in the sample have
positive attitudes towards the usefulness and the ease of using IWBs.
Teachers believe that IWBs provide a productive teaching method to enable
them to motivate their pupils, draw their attention and work cooperatively
and it remarkably improves children’s cognitive learning in primary schools.
Teachers also believe that the basic system of IWBs is easy to use and helps
them to save time; however, there are some functions of IWBs that could be
used to increase teachers’ productivity based on providing training sessions.
This paper concludes with teachers’ belief that IWBs can be a potential means
of receiving knowledge and information, as well as being a good strategy for
clearly transmitting a message to pupils when used appropriately. Further
investment into providing more training sessions by professional trainers for
teachers to use all the features that IWBs provide would be worthwhile.
|
|
|
المؤتمر (2):
|
|
عنوان المؤتمر:
|
IAFOR
International Conference on Education 2016
|
تاريخ الإنعقاد:
|
08-11/01/2016
|
مكان
الإنعقاد:
|
Honolulu,
Hawaii. USA
|
طبيعة المشاركة:
|
Paper
presentation
|
عنوان المشاركة:
|
An investigation of the role of code-switching
(between Arabic and English) in English-as-a-foreign-language classrooms in
Jeddah
|
ملخص المشاركة:
|
This
research investigates the role of code-switching (CS), specifically between
L1: Arabic and L2: English, in English-as-a-foreign-language classrooms in
Jeddah, Saudi Arabia. The central question of this research is to focuses on
code-switching in the classroom with the objective of identifying its
different functions. The research is based on data collected from a
small-scale case study of CS, which utilises observations at two male state
secondary schools in Jeddah. It provides evidence that the use of several CS
functions is a productive tool for English teachers to check their students’
understanding, to increase their cognitive learning and to strengthen social
ties with them. CS is also essential in helping English teachers to improve
their students’ communication skills and to build their confidence.
Consequently, this research concludes that CS can be a potential means of
receiving knowledge and information, as well as being a good strategy for
clearly transmitting a message to students. The primary recommendation this
dissertation puts forward is that further research into the use of CS for
floor-holding and socialising would be worthwhile, and the viability of using
them at an early stage at schools is to enable students to have the ability
to express their perspectives clearly and to speak English confidently.
|
|
|
المؤتمر (3):
|
|
عنوان المؤتمر:
|
The 9th
Saudi Students’ Conference
|
تاريخ الإنعقاد:
|
13-14 Februry 2016
|
مكان
الإنعقاد:
|
Birmingham,
UK
|
طبيعة المشاركة:
|
Poster
Presentation
|
عنوان المشاركة:
|
Improving
Students’ English Vocabulary Achievement Using the Interactive Whiteboard
(IWB) at aged 13 years old, Saudi Arabia, Jeddah
|
ملخص المشاركة:
|
Acquiring
vocabulary is a fundamental step in learning languages. Exploring new
learning strategies and tools are essential to expand learners’ vocabularies.
This study aims to explore the effect of learning English vocabulary using an
Interactive Whiteboard (IWB) in comparison to traditional boards. The study
was conducted at a male Intermediate School in Jeddah, Saudi Arabia, during
the academic year 2015–2016. A six-week experimental study, including
pre-testing and post-testing, was applied to two classes which were randomly
selected as the treatment group and control group which included 50 students
in total. The Mean, Standard Deviation and paired t-test were used to analyze
and compare the results using SPSS. The results showed that there was a
significant increase in students’ English vocabulary achievement in the
treatment group. The conclusion is that IWB provides a potential
vocabulary-learning strategy. It is recommended that the additional strategy
of integrating different technology into language classes be employed. Key
words: student learning, English vocabulary achievement, IWB, experimental
study.
|
|
|