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From Disrupted Classrooms to Human-Machine Collaboration? The Pocket Calculator, Google Translate, and the Future of Language Education
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In: L2 Journal, vol 14, iss 1 (2022)
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Advances in Global Education and Research: Volume 4
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In: University of South Florida M3 Center Publishing (2021)
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Social Cues in Animated Pedagogical Agents for Second Language Learners: the Application of The Embodiment Principle in Video Design
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In: Graduate Theses and Dissertations (2021)
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Impact of Instructional Technology on Student Motivation and Vocabulary Knowledge
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Computational Thinking in Children: The Impact of Embodiment on Debugging Practices in Programming
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| 7 |
Beyond the Keyboard: Implementing Speech Recognition Technology for Writing & Universal Design for Learning
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| 8 |
An examination of the use of computer-based formative assessements
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In: Georgia Educational Research Association Conference (2020)
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| 9 |
Exploration of Lived Experiences of Science Teachers of English Language Learners: A Transcendental Phenomenological Study
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In: Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education (2020)
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Evaluating online information: Attitudes and practices of secondary English Language Arts teachers
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In: Journal of Media Literacy Education (2020)
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| 11 |
Developing and Validating Stealth Assessments for an Educational Game to Assess Young Dual Language Immersion Learners' Reading Comprehension
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In: All Graduate Theses and Dissertations (2020)
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| 12 |
Techniques and Methods Change, Methodology Remains the Same: Web Technology Use as Cosmetic Change in CFL Classrooms
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In: Chinese Language Teaching Methodology and Technology (2019)
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| 13 |
Perception of Young Adults in Higher Education: A Case Study of Caribbean Students in the Online Learning Environment
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| 14 |
Is a Picture Worth a Thousand Words? Effectiveness of iPad Technology in Preclinical Dental Laboratory Courses
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In: Publisher (2019)
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| 15 |
Teacher Attitudes Toward Technology Integration in a One-to-One Mobile Device Middle-School Classroom
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In: Doctoral Dissertations and Projects (2019)
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| 16 |
Digital Corpus Use in Learning L2 Prepositional Collocations: A Pilot Study
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In: Graduate Theses and Dissertations (2019)
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| 17 |
Examining EFL Learners’ Reading Comprehension: The Impact of Metacognitive Strategies Discussion and Collaborative Learning within Multimedia E-book Dialogic Environments
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In: Graduate Theses and Dissertations (2019)
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Abstract:
For most English as a Foreign Language (EFL) learners, both reading and comprehension skills are challenging to acquire. EFL students find reading challenging due to their inability to comprehend and interpret text information, which may lead, at times, to demotivation and loss of interest. The current study intends to explore how Saudi EFL learners may better tackle reading comprehension challenges by examining the utilization of metacognitive reading strategies through discussion and extensive collaborative learning activities within a multimedia e-book dialogic environment. Accordingly, the study investigates the impact of teaching metacognitive strategy-based discussion and collaborative learning on students’ application of the reading strategies. It also investigates the influence of metacognitive strategy-based discussion (MS), collaborative learning (CL), and the combined use of MS and CL on EFL learners’ reading comprehension. Since an e-book dialogic environment epitomizes the main tenets of this study, the study equally explores how Saudi EFL learners perceive the effectiveness of the multimedia e-book environment on their overall reading comprehension. The participants were 115 Saudi female students at the intermediate college-level from the English Language Institution at a Saudi University. A mixed-methods quantitative-qualitative approach was employed. The findings showed impactful results for learners’ application of the reading strategies after being exposed to the treatment. Significant results were found on the effect of the metacognitive strategy-based discussion on learners’ reading comprehension. Collaborative learning showed a statistically significant influence on participants’ reading comprehension. However, the results did not show interaction between the MS and CL on students’ reading comprehension. Although teaching the MS with CL showed positive impact on students’ final reading scores, more research is needed to prove the efficacy of teaching MS with CL. The qualitative findings revealed that the MS-based discussion and collaborative learning was beneficial for EFL students in improving focus on the text, use of strategies, comprehension and reading performance. Participants evaluated the multimedia e-book features of discussion board, videos, glossing and illustrations based on their effectiveness. Both advantages and disadvantage of the e-book environment are addressed and compared to the traditional face-to-face classroom. The study concludes with pedagogical implications for EFL instructors, learners, and future researchers, and also provides limitations and recommended future research recommendations.
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Keyword:
collaboration; digital learning; hypertext; instructional technology; online discussion; Other Education; Other Teacher Education and Professional Development; reading strategies; Teacher Education and Professional Development
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URL: https://digitalcommons.usf.edu/cgi/viewcontent.cgi?article=8926&context=etd
https://digitalcommons.usf.edu/etd/7729
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| 18 |
Instructional design to “train the trainers”: the start@unito project at the university of Turin
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| 19 |
Mobile Technology and Classroom Relationships
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In: Theses and Dissertations--Communication (2019)
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| 20 |
Integration of Language Learning Strategies and Self-efficacy Enhancing Strategies for Second Language Acquisition: A Design and Development Study
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