Utilizing the Corpus Approach in Developing EFL Writing Skills
Eman
Abdel-Haq
Faculty of Education, Benha University
author
Hossam
Ali
Faculty of Education, Benha University
author
text
article
2017
eng
T
he aim of the present research was to investigate the impact of utilizing the corpus approach on developing EFL writing skills among student teachers. The participants of the study consisted of third year English section students enrolled in Faculty of Education, Benha University (N=23). The study followed the one-group pre-post test design. In addition, it was a mixed-research study including both quantitative and qualitative methods for collecting and analyzing the data in order to enhance the credibility of the research findings. The instruments of the present study were divided into two parts: (1) instruments used for quantitative analysis including: an EFL writing test and a rubric to score it and (2) instruments used for qualitative analysis including: a Semi-Structured Interview (SSI), a Questionnaire of Corpus Use (QOCU) and an Evaluative Questionnaire (EQ). Furthermore, the researchers analyzed the essays and paragraphs written by the students as an assignment at the end of some sessions, in addition to self-reports written by the students about when and how they used the corpus in their writing. A Corpus-Based Program (CBP) was implemented to the participants during the second semester of the academic year 2014/2015. Results of both the quantitative and qualitative analysis revealed that the participants' EFL writing skills were developed significantly as a result of the CBP. Therefore, the corpus approach was recommended to be integrating into EFL writing instruction.
Journal of Research in Curriculum Instruction and Educational Technology
Association of Arab Educators (AAE), Egypt
2356-9107
3
v.
2
no.
2017
11
44
https://jrciet.journals.ekb.eg/article_24458_57856b5c81595ea130b5ce061adb7f68.pdf
dx.doi.org/10.21608/jrciet.2017.24458
Social Networking Sites Applications: Theory and Practice
Hasnaa
Helwa
Faculty of Education- Benha University- Egypt
author
Shaimaa
Helwa
Faculty of Specific Education- Benha University- Egypt
author
text
article
2017
eng
W
ithin the rapid changes in technology, the use of Information and Communication Technology (ICT) has largely influenced the way learners learn. The well-known ICT such social networks also have been widely used by learners to shape their learning. This paper will focus on web-based social learning applications by providing their theoretical background and how they used in practice through studies dealt with them. It can be concluded that through the implementation of web based social learning applications, students’ chances for learning by doing and experiences, their belief for better learning and development of learning skills with fun and enjoyment increased. Facebook, Twitter and Edmodo allow students to discuss with peers, give feedback and comment on the writing activities either synchronously or asynchronously
Journal of Research in Curriculum Instruction and Educational Technology
Association of Arab Educators (AAE), Egypt
2356-9107
3
v.
2
no.
2017
45
68
https://jrciet.journals.ekb.eg/article_24460_0ff81afab15f2f500b7ac0cc967f0093.pdf
dx.doi.org/10.21608/jrciet.2017.24460
CALL: The Need for Evaluation Paradigms
. Abdellatif
Ali
Faculty of Education, Benha University
author
text
article
2017
eng
T
he evaluation of CALL from the perspective of gross comparisons of CALL versus classroom learning outcomes is an approach unlikely to shed light on the problem or solution of instructed SLA. It creates an irony wherein the most sophisticated modern tool is investigated through the most crude and outdated educational research methods (Chapell 2005)This paper reviews current methods of evaluation of CALL as an instructional solution to the problem of instructed SLA, on the basis of theory of conditions (cognitive and socio-affective) that ideally should be created for optimal/successful learning environments and effective task-based instruction.Evaluation of CALL task cannot be a categorical decision about effectiveness. Instead, it results in an argument indicating in what ways a particular task is appropriate for particular learners at a given time, i.e., CALL task appropriateness. CALL task evaluation denotes three levels of analysis: CALL software, teacher-planned activity, and learners' performance during activities. Evaluation argument is constructed on the basis of both judgemental and empirical analyses. The former examines characteristics of the software and t/task while the latter addresses the details of CALL taskuse and learning outcomes in terms of principles /criteria drawn from theory and research on conditions for instructed SLA. The criteria for CALL appropriateness are applied in view of the stated purpose of a CALL task at various stages of instruction. Examples of CALL task evaluation, a judgemental as well as an empirical research tasks/activities, are provided.
Journal of Research in Curriculum Instruction and Educational Technology
Association of Arab Educators (AAE), Egypt
2356-9107
3
v.
2
no.
2017
69
90
https://jrciet.journals.ekb.eg/article_24462_233795e67682e604f72e1bd3f6ef3181.pdf
dx.doi.org/10.21608/jrciet.2017.24462
The Effectiveness of Cloud Computing Based Program in Developing EFL Third Year Preparatory School Students' Grammar Achievement and Vocabulary Retention
Nermin
El-Garhy
English teacher
author
text
article
2017
eng
T
his study aimed at the development of cloud computing based program on grammar achievement and vocabulary retention among third year preparatory students using cloud computing based program. Thirty -five third year preparatory students at EL-Shaheed Abd Allah Mohamed Abd Allah Preparatory School, Zagazig, El Sharkia Governorate, served as a treatment group, and 35 third year preparatory students at Sharweda Preparatory School, Zagazig, El Sharkia Governorate, served as a control group. The treatment group was taught using cloud computing based program. The control group was taught using the traditional method. Grammar test and vocabulary retention were administered to the students in the two groups as pre-post tests. The proposed program was taught over a period of month (five periods per week). Delayed vocabulary retention was administered to the students in the two groups as a delayed test, two weeks after the end of the experiment. The results of the study showed that the treatment group students outperformed the non-treatment group students in grammar and vocabulary retention tests. The researcher suggested that the EFL program based on cloud computing was effective in developing the students' grammar and vocabulary retention.
Journal of Research in Curriculum Instruction and Educational Technology
Association of Arab Educators (AAE), Egypt
2356-9107
3
v.
2
no.
2017
91
113
https://jrciet.journals.ekb.eg/article_24464_38b79b48a8ac6987cf74d14ab653ea85.pdf
dx.doi.org/10.21608/jrciet.2017.24464
Modeling CALL programs in EFL Flipped Classrooms to Enhance Achievement and Language Learning Attitude
Ayman
El-Esery
King Marriott Higher Institutes, Alex., Egypt
author
Nagat
Radwan
TEFL Ph.D. King Marriott Higher Institutes, Alex., Egypt
author
text
article
2017
eng
C
omputer software has been widely used for teaching English language in flipped classrooms. The present study supplied a practical example of integrating Computer-Assisted language Learning (CALL) programs in English courses to flip the teaching process. The kind of CALL integration addressed in this study has allowed much more flexibility in delivering instruction to diverse groups of English learners or at best, to implement individualized instruction. Examples of modeling CALL programs in teaching listening, pronunciation, reading, writing, and vocabulary were implemented in this study. Sixty students (30 control group and 30 experimental group) studying at King Marriott Higher Institute for computer participated in this study. The control group studied through the regular non-flipped classroom while the experimental group studied through implementing CALL programs to flip the classroom. Following the Quasi experimental pre-post design the study was conducted during the first semester of the academic year 2016-2017. The results of the study showed that CALL programs in flipped classrooms have improved the students' language learning attitude and averaged examination scores to a statistically significant extent.
Journal of Research in Curriculum Instruction and Educational Technology
Association of Arab Educators (AAE), Egypt
2356-9107
3
v.
2
no.
2017
115
125
https://jrciet.journals.ekb.eg/article_24466_b2a5aec23372cb45b0165415cd5b48ea.pdf
dx.doi.org/10.21608/jrciet.2017.24466
EFL Teacher Competencies in the ICT age
Aly
Qoura
Professor of ELT
author
text
article
2017
eng
T
he present research aims at identifying key factors which may have a significant impact on EFL teachers' skills of ICT in the 21st Century and beyond. Teachers need to understand not only how to use technologies, but also the benefits and costs their adoption and integration into English language arts and literacy teaching. Technology integration in any content area is most effective when the instructor, an expert in his or her discipline, makes important connections between the objectives and pedagogy of his or her content area and the available technology tools. The use of computer technology, with internet can be helpful for learning, improving, practicing and assessing different skills. Technology in the classroom makes learning more fun. Technology prepares students for the future. Technology helps students learn at their own pace. Technology connects with students. Technology helps in making diagnosis and intervention. Technology increases the creativity. But there are some other challenges to technology.Technology can be a distraction. Possible disconnect of social interaction. Technology can foster more cheating in class and on assignments. Students do not have equal access to technological resources. To make technology more accessible to ELL students, there are some practical ways for the teacher to get started in the classroom:build vocabulary, use handouts, create simple assignments for beginners, extended practice time, use pair and group work, teach students to consider the source. Results of the research shows that EFL teachers should master the following competencies that ensure positive learning outcomes: Successfully aligning technologies with content and pedagogy and developing the ability to creatively use technologies to meet specific learning needs, aligning instruction with standards, particularly those standards that embody 21st century knowledge and skills, balancing direct instruction strategically with project-oriented teaching methods, using a range of assessment strategies to evaluate student performance and differentiate instruction (including but not limited to formative, portfolio-based, curriculum-embedded and summative), acting as mentors and peer coaches with fellow teachers, designing developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners, mastering basic hardware and software operations, as well as productivity applications software, a web browser, communications software, presentation software, and management applications.
Journal of Research in Curriculum Instruction and Educational Technology
Association of Arab Educators (AAE), Egypt
2356-9107
3
v.
2
no.
2017
127
159
https://jrciet.journals.ekb.eg/article_24468_0849d446f7006355b5b99a906160bcbf.pdf
dx.doi.org/10.21608/jrciet.2017.24468