مجال
التميز
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تميز دراسي و بحثي
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البحوث المنشورة
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البحث (1):
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عنوان البحث:
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An Investigation into the Role of Tablet Devices in
Facilitating Collaborative Learning in EFL Language Course
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رابط إلى البحث:
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Click
here
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تاريخ النشر:
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2017
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موجز عن البحث:
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The following paper outlines research
concerning the ways in which learners use tablet devices, namely the iPad
device, to learn English both in and outside of the classroom and how
students’ interdependence and collaborative learning may be fostered by such
an approach.
The study comprised of 21 Saudi university students at Dammam University, who
were provided with the iPad device over a 12-week period. The potential use
of the device as a mediating learning tool, in order to develop students’
collaboration and interaction, is discussed with reference to data compiled
from students’ learning diaries, focus group interviews, and online log
files.
The results suggest tablet devices aid learning by providing meaningful
opportunities to use the target language in context and encouraging
collaborative interaction. The findings also indicate that various types of
teacher support, as well as interaction with the teacher and other students,
remain necessary alongside tablet-assisted language learning.
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المؤتمرات العلمية:
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المؤتمر (1):
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عنوان المؤتمر:
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22nd
EUROCALL Conference
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تاريخ الإنعقاد:
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26/08/2015
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مكان
الإنعقاد:
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Padova, Italy
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طبيعة المشاركة:
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Paper presentation
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عنوان المشاركة:
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Using Mobile
Technology to Foster Autonomy among Language Learner
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ملخص المشاركة:
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A growing
interest in investigating Mobile-assisted language learning has emerged
recently that focuses mainly on learners’ perception and acceptance. Despite
this growing interest, no significant data has been provided to assess the
impact of utilising mobile technology on learning specially language
learning.
This
study seeks to investigate the extent to which iPad and iPad-like devices can
contribute in developing student’s autonomous language learning. More
specifically, it attempts to explore whether the multi-modal functionality
and affordances of the iPad can encourage and motivate students to be more
independent and take control over their learning.
The
study presents the results and experience of a 12 weeks deployment of the
iPad device in the Community College at Dammam University with a group of 21
Saudi university students. Data was gathered through questionnaires, focus
group interviews, learners’ diaries, think aloud protocols, and online
tracker logs.
The
findings of the data analysis indicate that students used a wide range of
strategies when working with the iPad such as cognitive, metacognitive, and
social strategies. The study also provides evidence that the use of the iPad
in integrated and meaningful ways, and with the teacher’s instruction, can
have effects on students’ learning. In fact, after the intervention, students
started to develop certain types of autonomous behaviour: most students
seemed to be more independent and confident, plan to do more practice outside
classroom, collaborate with other students, contribute to the course
materials, and determine their personal constructs about language learning.
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المؤتمر (2):
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عنوان المؤتمر:
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Situating
Strategy Use:The Interplay of Language Learning Strategies and lndividual
Learner Characteristics
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تاريخ الإنعقاد:
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17/10/2015
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مكان
الإنعقاد:
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Klagenfurt, Austria
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طبيعة المشاركة:
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Paper presentation
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عنوان المشاركة:
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Using Mobile
Technology to Foster Autonomy among Language Learner
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ملخص المشاركة:
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The
expansion in mobile computing technology has increased its potential benefits
as tools to assist learning, and a new form of learning has consequently
developed which is based on the concept of learners’ mobility. There is
therefore, a growing interest in investigating the attitudes of learners and
teachers towards this form of learning, as well as the learning outcomes and
the everyday practicalities of incorporating the use of such technology into
a language course. This paper will present the experience of using iPads with
a group of 21 students in a Saudi university over a period of one semester.
Data was gathered through questionnaires, focus group interviews, learners’
diaries, think aloud protocols, and online tracker logs.
This
study focuses especially on the extent to which iPad and iPad-like devices
can contribute to developing student autonomy in language learning. More
specifically, it attempts to explore whether the multi-modal functionality
and affordances of the iPad, when used in a Mobile-learning environment and
introduced in a teacher-guided EFL
(English for Foreign Learners) course, can encourage and motivate students to
be more independent and take control over their learning. The exploration does
not focus on students’ language acquisition; rather it focuses on students’
strategies when learning English using the iPad device. The project is based
on the idea of ‘tool mediation’ presented by (Vygotsky, 1978) and
investigates whether using the iPad can help learners achieve a greater level
of flexibility and control over their learning, and increase their engagement
and motivation.
The
study provides several contributions to EFL learning and practice. Findings
of this study allow new understanding and knowledge concerning the integration
of the iPad or any similar device before incorporating it into a course. It
also has the potential to inform educational institutions and EFL teachers of
the development of a language course that is technology-based to develop
learners’ autonomous learning.
The
findings indicate that students used a wide range of cognitive,
metacognitive, and social strategies when working with the iPad, and there
was a statistically significant increase in students’ reported use of
language learning strategies by the end of the project. The study also
provides evidence that the use of the iPad when integrated carefully into a
language course, and with the teacher’s instruction, can have positive
effects on students’ attitude and learning. There is evidence that these effects
extended beyond the end of the course, as post –course interviews suggest
that students continued to develop certain types of autonomous behaviour:
most students seemed to be more independent and confident. They displayed a
strong desire to learn English despite the difficulties they encountered in
the course. In addition, most students planned to do more practice outside
classroom, collaborate with other students, contribute to the course
materials, and reflect on their personal beliefs about language learning.
Based on these findings, there seem to be clear benefits to integrating the
iPad into language courses.
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الرابط:
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Click here
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المؤتمر (3):
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عنوان المؤتمر:
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LLAS 11th annual e-learning Symposium 2016
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تاريخ الإنعقاد:
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21/22/01/2016
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مكان
الإنعقاد:
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Southampton, UK
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طبيعة المشاركة:
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Poster presentation
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عنوان المشاركة:
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Is Mobile
Assisted Language Learning Really Useful? An Exploration of Learner Autonomy
Development in a College English Course
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ملخص المشاركة:
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This
poster presents the experience of using iPads with a group of 21 students in
a Saudi university over a period of one semester. Data was gathered through
questionnaires, focus group interviews, learner diaries, think aloud
protocols, and online tracker logs.
The study focuses especially on the extent to which iPad and iPad-like
devices can contribute to developing student autonomy in language learning.
More specifically, it attempts to explore whether the multi-modal
functionality and affordances of the iPad, when used in a Mobile-learning
environment and introduced in a teacher-guided EFL (English for Foreign Learners) course,
can encourage and motivate students to be more independent and take control
over their learning. The exploration does not focus on students’ language
acquisition; rather it focuses on students strategies when learning English
using the iPad device. The project is based on the idea of tool mediation
presented by (Vygotsky, 1978) and investigates whether using the iPad can
help learners achieve a greater level of flexibility and control over their
learning, and increase their engagement and motivation. The study provides
several contributions to EFL learning and practice. Findings of this study
allow new understanding and knowledge concerning the integration of the iPad
or any similar device before incorporating it into a course. It also has the
potential to inform educational institutions and EFL teachers of the
development of a language course that is technology-based to develop learners’
autonomous learning. The findings indicate that students used a wide range of
cognitive, metacognitive, and social strategies when working with the iPad,
and there was a statistically significant increase in students reported use
of language learning strategies by the end of the project. The study also
provides evidence that the use of the iPad when integrated carefully into a
language course, and with the teachers’ instruction, can have positive
effects on students’ attitude and learning. There is evidence that these
effects extended beyond the end of the course, as post course interviews
suggest that students continued to develop certain types of autonomous
behaviour: most students seemed to be more independent and confident. They
displayed a strong desire to learn English despite the difficulties they
encountered in the course. In addition, most students planned to do more
practice outside classroom, collaborate with other students, contribute to
the course materials, and reflect on their personal beliefs about language
learning. Based on these findings, there seem to be clear benefits to
integrating the iPad into language courses.
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الرابط:
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Click here
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