Autor: Shahrokni, Seyed Abdollah - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: PLAYPOSIT: USING INTERACTIVE VIDEOS IN LANGUAGE EDUCATION (App Review)
Autorzy:: Shahrokni, Seyed Abdollah
Powiązania:: https://bibliotekanauki.pl/articles/955427.pdf
Data publikacji:: 2018
Wydawca:: Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:: review
apps
mobile learning
Źródło:: Teaching English with Technology; 2018, 18, 1; 105-115
1642-1027
Pojawia się w:: Teaching English with Technology
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: IRANIAN EFL TEACHERS’ PERCEPTION, FAMILIARITY AND USE OF WEB 2.0 TOOLS IN TEFL
Autorzy:: Shahrokni, Seyed Abdollah
Sadeqjoola, Leila
Powiązania:: https://bibliotekanauki.pl/articles/955354.pdf
Data publikacji:: 2015
Wydawca:: Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:: Web 2
0 tools
Normalization
Teachers’ Familiarity
teacher education
Opis:: Following social-constructivist approaches in education, there has been a growing interest in employing Web 2.0 technologies in language classes. While the effectiveness of these digital teaching crafts has been corroborated in many studies (see Crook et al., 2008, for a survey), there is always doubt if they have reached a normalized state in L2 classes (Bax, 2003). This study, therefore, attempts to investigate the attitude of a group of language teachers towards the effectiveness of these emerging technologies in L2 classes. There were 53 participants in the study affiliated with universities, Ministry of Education, and language schools in Dezful. A questionnaire based on Son (2011) was designed in which Likert-scaled items were used to assess the factors of familiarity, perception, and use of online technologies in the classroom. The results suggested that most of the respondents exhibited low degrees of familiarity and use towards the technologies under investigation despite considering computerized tools as effective in the teaching-learning process. Besides, further explanations in semi-structured interview sessions indicated that most of the participants expected policy makers to incorporate supplementary Information Technology (IT) courses and facilities into teacher education and in-service programs as well as educational settings.
Źródło:: Teaching English with Technology; 2015, 15, 3; 31-46
1642-1027
Pojawia się w:: Teaching English with Technology
Dostawca treści:: Biblioteka Nauki

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