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Syrian Female Refugees: Exploring Identity and Online Language Learning
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Hadid, Alia. - : Digital Commons @ University of South Florida, 2020
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In: Graduate Theses and Dissertations (2020)
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| 143 |
Examining maintained authenticity in a modified process-oriented English placement test
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| 144 |
ESL teachers’ perceptions of good mentoring practice in Senegal: An indigenous, postcolonial, and sociocultural analysis
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| 145 |
Teaching literature in the ESL context: Evaluation and didactic proposal on the graphic novel V for Vendetta
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| 146 |
The iPad - an EFL Revolution? An exploratory study of the iPad in tertiary education in the UAE
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Peel, R. - : University of Exeter, 2020. : Education, 2020
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Abstract:
This thesis is under permanent embargo as it is an earlier version of the final thesis, which is available in ORE at http://hdl.handle.net/10871/122150 ; ABSTRACT: The iPad: an EFL classroom revolution? The motivation for this study was the 2012 launch of the iPad as the de facto delivery platform for Foundations-level students at all public universities in the UAE, the largest nationwide adoption of the device anywhere in the world. Not only was this of interest in terms of scale, it was also of interest linguistically, English being the language of instruction at all public universities, despite their student body being almost exclusively indigenous Arab nationals. It also presented the opportunity to examine the marrying of a cutting-edge emerging technology with an EFL tertiary education context, an uncommon occurrence. Though eulogised by university management and the local press as an educational revolution, for some the iPad initiative was unusual, given the speed of its roll-out, lack of piloting or teacher training, and the linguistic level of most Foundations-level students. Thus, the objective of this thesis was to examine the device in both a pedagogical and socio-cultural context, and assess whether it was the educational panacea promised, or the result of a successful marketing strategy. It was also hoped to establish the iPad’s worth in terms of educating the UAE’s youth for successful integration into the knowledge economy, a key government Vison 2021 strategy. To address these issues, the research focus was on evaluations of the iPad by Foundations teaching faculty, at both a male and female campus at one of the UAE’s public tertiary education institutions. A mixed methods approach was chosen, utilising both a questionnaire and interviews. The results revealed the iPad was regarded as a potentially useful supplementary pedagogic tool by faculty, although there were strong caveats regarding its sole use, its ability to distract, and its suitability for the level of student, as well as the larger knowledge economy. This thesis adds weight to observations already extant in the literature, but also provides new insights, such as specific iPad classroom use in terms of apps at tertiary level in an EFL context, and consequent training and support requirements. Though not a longitudinal study, it does provide a longer-term examination of the device than much of the germane literature. What the thesis further posits, is that to understand ambitious and untested educational projects like the iPad initiative in the UAE, it may be necessary to understand the larger socio-political context of the policies, rather than see such projects in a wholly educational framework.
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Keyword:
EFL; emerging technology; ESL; iPad; pedagogy; SAMR model; tertiary education; UAE
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URL: http://hdl.handle.net/10871/122010
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| 147 |
Examining the Interactions among Second Language Teachers’ Pedagogical Content Knowledge, Knowledge of Metacognition, and Their Influence on Teaching Metacognition
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| 148 |
Southeast Asian Refugee-Learners: Identities Informing ESL Education and Support
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In: Journal of Southeast Asian American Education and Advancement (2020)
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| 150 |
Graduate Saudi ESL Students’ Perceptions of Writing Pedagogies in EFL Versus ESL Contexts: An Approach Toward Understanding Students’ Writing Difficulties
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In: Dissertations (2020)
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| 151 |
CANADIAN EXPERIENCE OF SECOND LANGUAGE TEACHER TRAINING ; КАНАДСЬКИЙ ДОСВІД ПІДГОТОВКИ ВЧИТЕЛІВ ДРУГОЇ ІНОЗЕМНОЇ МОВИ
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In: Problems of Modern Teacher Training; № 21 (2020): ; 6-12 ; Проблеми підготовки сучасного вчителя; № 21 (2020): Частина 1; 6-12 ; 2307-4914 (2020)
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| 152 |
Making Chó bò*: Troubling Việt speak : Collaborating, translating, and archiving with family in Australian contemporary art.
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| 153 |
The not so perfect present perfect in current Austrian teaching and learning materials
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| 154 |
Educational Challenges of Culturally and Linguistically Diverse Learners in Canada and in the United States of America: A Systematic Literature Review
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In: Major Papers (2020)
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| 155 |
Grammatical metaphor: WHAT, WHY and HOW
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To, VT. - : Systemic Functional Linguistics Interest Group (SFLIG), 2020
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| 157 |
Othering or inclusion? Teacher practice around Asian voices and identities in literature
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Thomas, A; To, V. - : Australian Association for the Teaching of English, 2020
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| 158 |
East-Asian philosophical concepts as analytical framework for interpreting non-western images in children's picturebooks
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| 159 |
Exploring an ESL teachers' beliefs and practices of teaching literary texts: A case study in Hong Kong
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| 160 |
Addressing challenges in the practice of critical literacy in EFL classrooms: A new framework
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