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    Wyświetlanie 1-3 z 3
    Tytuł:
    THE USE OF SOCRATIVE IN ESL CLASSROOMS: TOWARDS ACTIVE LEARNING
    Autorzy:
    El Shaban, Abir
    Powiązania:
    https://bibliotekanauki.pl/articles/940868.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    Socrative
    active learning
    critical thinking
    SRS
    Opis:
    The online student response system (SRS) is a technological tool that can be effectively implemented in English language classroom contexts and be used to promote students’ active learning. In this qualitative study, Socrative, a Web 2.0 software, was integrated with active learning activities and used as an SRS to explore English second language learners’ (ESL) perceptions of the use of this tool. The results showed that both techniques (SRS and active learning activities) contributed to increasing the students’ level of engagement, promoted their critical thinking, and stimulated their collaboration. This current research describes the benefits of SRS in supporting ESL students’ active learning.
    Źródło:
    Teaching English with Technology; 2017, 17, 4; 64-77
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    EFFECT OF GLOGSTER AND COOPERATIVE LEARNING DIFFERENTIATED INSTRUCTION ON TEACHERS’ PERCEPTIONS
    Autorzy:
    Awada, Ghada M.
    Faour, Kawthar H.
    Powiązania:
    https://bibliotekanauki.pl/articles/569399.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    Active learning
    cooperative learning
    differentiated instruction
    Glogster
    ICT
    Opis:
    The present study investigated the effectiveness of the Glogster and cooperative learning as differentiation models of English as a second/foreign language (ESL/EFL) and Science projects. The study employed a mixed method study design whereby questionnaire and open-ended interview were incorporated to elicit the required data. Eighteen teachers along with eighteen intact classes (n=374) of grade 8 learners of English as a foreign language were randomly assigned to control and experimental conditions. The researchers collected open-ended data with the intent of understanding the meaning Science and English teachers have constructed and how they perceived differentiated instruction upon using the Glogster and cooperative learning in conducting and presenting projects. The findings proved that utilizing Glogster and cooperative learning as multifeatured model could improve students’ English and Science projects and enhance Science and English language teachers’ perceptions of differentiated instruction.
    Źródło:
    Teaching English with Technology; 2018, 18, 2; 93-114
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    BEHIND THE SCENE: STUDENT-CREATED VIDEO AS A MEANING-MAKING PROCESS TO PROMOTE STUDENT ACTIVE LEARNING
    Autorzy:
    Anas, Ismail
    Powiązania:
    https://bibliotekanauki.pl/articles/569347.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    student-created video
    meaning-making process
    active learning
    ELL
    Opis:
    Although many studies reported that student-created video task could promote learners’ active learning and engagement, the investigation on how the students worked and created the videos is still scarce. The process of video creation in a micro-reality context of English language learning involves social practice and cognition (a socio-cognitive process) of the students. The student-created video is an output-based learning activity that reflects a meaning-making process upon the completion of the project. This paper sheds light on how the students worked on the project through such stages as preparing the materials, setting the scene, selecting the video recording tool and editing the video before the submission. Encapsulated from the videos and semi-structured interviews from 41 Polytechnic students in Indonesia, the approaches that students employed during the process of video creation were explored to arrive at a meaning-making process of learning. As a result, the activity enabled the student active learning, vocabulary building, autonomous learning and self-confidence as well as the student’s technological skill. In addition to that, the challenges encountered by the students during the video-making process will also be presented.
    Źródło:
    Teaching English with Technology; 2019, 19, 4; 37-56
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-3 z 3

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