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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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Student Centered Language Teaching: A Focus on Student Identity
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In: All Graduate Plan B and other Reports (2022)
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Second Language Teachers’ Perceptions of Their Pedagogical Practices, Collaborations, and Relationships with Other Teachers through Professional Development
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In: Australian Journal of Teacher Education (2021)
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Early Learning Teacher Collaboration and Classroom Transitions: A Qualitative Case Study
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In: Doctoral Dissertations and Projects (2021)
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As Catholic Schools Become More Diverse, How Should We Prepare New Catholic School Educators for Inclusive Schools? An Analysis of Research on University and Diocesan Teacher Training
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In: Journal of Catholic Education (2021)
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Getting Our Act(ivism) Together: Understanding and Fostering Secondary and University Teacher Advocacy Collaborations
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In: Dissertations, Theses, and Student Research: Department of English (2021)
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Teacher collaboration in CLIL contexts: challenges and good practices
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In: Studies in Linguistics, Culture, and FLT, Vol 1, Pp 78-89 (2021) (2021)
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Minding the Gaps: Effectively Supporting Language Learners with Special Needs
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In: INTESOL Journal; Vol. 18 No. 2 (2021): INTESOL Fall 2021, Volume 18; Issue 2 ; 2373-8936 (2021)
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| 9 |
Understanding Professional Learning Communities in a Middle Years Setting: A Case Study ...
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| 10 |
"Langsam vermisse ich die Schule .". Schule während und nach der Corona-Pandemie
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In: Münster ; New York : Waxmann 2020, 229 S. - (Die Deutsche Schule, Beiheft; 16) (2020)
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Teacher Leaders, Coaches, and Teachers: A Case Study of Micropolitics in Data Team Meetings
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In: Doctoral Dissertations (2020)
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Exploring the Impact of Teacher Collaboration on Student Learning: A Focus on Writing
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In: Teaching/Writing: The Journal of Writing Teacher Education (2020)
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| 14 |
IMPROVING SCHOOL CULTURE TO ENHANCE ACADEMIC ACHIEVEMENT AT SAMAD ISLAMIC SCHOOL: A CHANGE LEADERSHIP PLAN
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In: Dissertations (2019)
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| 15 |
Учитель и ученик: позитивное мышление как профилактика эмоционального выгорания ...
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Борисова, Е.Н.. - : Автономная некоммерческая организация высшего образования «Российский новый университет», 2019
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| 16 |
Reflection on and for Actions: Probing into English Language Art Teachers' Personal and Professional Experiences with English Language Learners
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In: ETSU Faculty Works (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 |
Commitment of teachers in a digital learning project to reduce school failure in STEM and linguistic subjects
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| 19 |
: EXAMINING THE ROLES OF COLLABORATIVE CULTURE:CONTENT BASED INSTRUCTION AND TEACHER EFFICACY ...
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: EXAMINING THE ROLES OF COLLABORATIVE CULTURE:CONTENT BASED INSTRUCTION AND TEACHER EFFICACY ...
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