Association of Arab Educators (AAE), Egypt
Journal of Research in Curriculum Instruction and Educational Technology
2356-9107
2537-0669
1
1
2015
01
01
Un programme proposé basé sur l'apprentissage réflexif pour développer quelques compétences de l'enseignement chez les futurs enseignants de F.L.E.
11
48
EN
Héba
Atia Ali
Salem
Faculté de Pédagogie
Université de Mansourah
10.21608/jrciet.2015.24561
C
ette recherche avait pour but de mesurer l’efficacité d'un programme proposé basé sur l'apprentissage réflexif au développe- ment de quelques compétences de l'enseignement. Afin d'atteindre ce but, la chercheuse a élaboré cinq outils: un questionnaire des compétences de l'enseignement nécessaires aux étudiants de l'échantillon de la recherche, une rubrique de la performance d'enseigne- ment, une rubrique du portfolio de l'étudiant, un test des compétences de l'enseignement et un programme proposé. L'échantillon était composé d'un groupe expérimental au nombre de 66 étudiants à la troisième année, section de français, faculté de pédagogie, université de Mansourah, qui a appris selon les activités de l'apprentissage réflexif. Les résultats ont abouti à l’efficacité du programme proposé au développement de quelques compétences de l'enseignement chez les étudiants de l'échantillon de la recherche
l'apprentissage-réflexif,quelques compétences,l'enseignement
https://jrciet.journals.ekb.eg/article_24561.html
https://jrciet.journals.ekb.eg/article_24561_ad4e87201e0556f12c0a7520e50857be.pdf
Association of Arab Educators (AAE), Egypt
Journal of Research in Curriculum Instruction and Educational Technology
2356-9107
2537-0669
1
1
2015
01
01
Teachers’ Dual Vision from a Culturally Bound Angle: Student-teachers’ Voices
49
95
EN
Khaled
El-ebyary
Faculty of Education
Damanhour University, Egypt
10.21608/jrciet.2015.24562
T
ask-based Language Teaching (TBLT) has become a well-known practice within different levels of language teaching in various parts of the world. However, research has generally acknowledged challenges in adopting TBLT in many foreign language teaching / learning contexts. . Besides, there has been little interest in finding out whether the use of certain approaches (TBLT in our case) is compatible with the views that student teachers in the Egyptian context might have about teaching and learning. The purpose of this study was to examine the impact of intensive TBLT training on student teachers’ views (acceptability ) and teaching practice (usability). It also focused on the extent to which intensive TBLT training would/would not alter any pre-conditioning state towards foreign language teaching. In addition to the training course, the current study involved the use of surveys, interviews and classroom observation. TBLT training led to positive views toward TBLT as an approach, but further findings revealed that participants’ previous experience with English language learning still influence their use of the approach. Analysis of classroom observation during the practicum showed a paradox as tasks as work-plans aligned with TBLT, but tasks-in-process (implementation) were geared more towards traditional teaching approaches.
task-based,language teaching – student teachers –acceptability,usability
https://jrciet.journals.ekb.eg/article_24562.html
https://jrciet.journals.ekb.eg/article_24562_2e7eba1bf8c944b45c2e01ea4f44cb24.pdf
Association of Arab Educators (AAE), Egypt
Journal of Research in Curriculum Instruction and Educational Technology
2356-9107
2537-0669
1
1
2015
01
01
The Effect of Learning Environment on EFL Undergraduates' Computer-Assisted Language Learning Achievement and Attitudes
97
128
EN
Marwa
Ahmed Refat
Naeem
Faculty of Education, Kafr El-Sheikh University
10.21608/jrciet.2015.24563
T
he aim of this piece of research was to explore the effect of three different environments of blended learning compared to traditional learning on EFL university students’ achievement and attitudes in a Computer-Assisted Language Learning and Specialized Technology Course. A hundred EFL juniors at the Faculty of Education, Kafr El-Sheikh University participated in this study. They were taught the set course by merging lectures with complementary tasks, assignments and activities on a Web site and further illustrations and discussions on Facebook. Participants were free to choose the environment of learning to adopt during their study. At the end of the academic semester, the results of the formal exam held by the Faculty were analyzed statistically by using One-Way ANOVA to attain inferences about the effect of learning environment on achievement. Participants were given a questionnaire for eliciting their impressions and self-assessment of the blended learning they received. Results indicated the claim that learning environment affects achievement was not true. However, attitudes and preferences of blended learning environments varied.
Blended learning,CALL,social media,Higher Education,Learning Environments
https://jrciet.journals.ekb.eg/article_24563.html
https://jrciet.journals.ekb.eg/article_24563_453589ef31ba0a2f97e5fdd9f5a0ea29.pdf
Association of Arab Educators (AAE), Egypt
Journal of Research in Curriculum Instruction and Educational Technology
2356-9107
2537-0669
1
1
2015
01
01
Making It 'Authentic': Egyptian EFL Student Teachers' Awareness and Use of Online Authentic Language Materials and Their Learning Motivation
129
168
EN
Hanan
Abdelhafez
College of Education, Assiut University
Mahmoud
Abdallah
College of Education, Assiut University
10.21608/jrciet.2015.24564
T
his paper reports a research study that sought investigating Assiut University College of Education (AUCOE) EFL student teachers’ awareness and use of online authentic materials on the basis of their actual language leaning needs, and how this relates to their language learning motivation. To accomplish this, a mixed-method research methodology was employed for data collection and analysis to provide both contextual understanding and quantitative evidence. In particular, the following tools were used: (1) a semi-structured interview (a qualitative method) for identifying the particular language-learning needs of EFL student teachers at AUCOE and compiling a list of those needs; (2) a qualitative analysis of some online language materials based on the compiled list of needs to identify the authentic materials that can be used to meet EFL student teachers' language learning needs; (3) a questionnaire administered to EFL student teachers to investigate their awareness and use of online authentic language materials; and (4) a questionnaire administered to EFL student teachers to identify their language learning motivation level. Results reached a list of EFL student teachers’ language learning needs, and a subsequent list of those authentic language materials available online which would meet those needs. Also, analysis of learners’ responses to the Online Authentic Language Learning Questionnaire revealed that learners were aware of online authentic materials and use them frequently in their language study. Moreover, Pearson’s Product Moment indicated a positive relationship between EFL student teachers’ awareness and use of online authentic materials and their language learning motivation.
Authentic language learning,online authentic materials,awareness and use of authentic materials,EFL Student Teachers,language learning motivation
https://jrciet.journals.ekb.eg/article_24564.html
https://jrciet.journals.ekb.eg/article_24564_2f29f1d81db41eedf5d0bd52bf9eb5b5.pdf
Association of Arab Educators (AAE), Egypt
Journal of Research in Curriculum Instruction and Educational Technology
2356-9107
2537-0669
1
1
2015
01
01
Effet de l'emploi de Stratégies Métacognitives d'apprentissage Sur le développement de la performance écrite créative
169
200
EN
Esraa
Ahmed El-saeed
Sharaf
Université de Kafr El-Cheikh
10.21608/jrciet.2015.24565
C
et article traite de l'effet de l'emploi de stratégies métacognitives d'apprentissage sur le développement de la performance écrite créative en français comme langue étrangère chez les futurs enseignants de 4<sup>ème</sup> année à l'Université de Kafr El-Cheikh qui ont participé au projet de recherche. Les instrumentations de la recherche sont: Liste des compétences de la performance écrite créative, test de la performance écrite créative et critère de notation de la performance écrite créative. L'échantillon de l'étude se composait de 32 étudiants et ils ont été répartis en deux groupes: (expérimental et témoin). Chacun comprenait 16 étudiants. Le programme d'entraînement de l'emploi de Stratégies métacognitives d'apprentissage a été enseigné au groupe expérimental pendant sept semaines alors que le groupe témoin a reçu l'enseignement traditionnel. Le pré-post test de la performance écrite créative est appliqué aux étudiants de deux groupes: témoin et expérimental. Les résultats ont été analysés par l'emploi de l'équation de Mann-Whitney et de Wilcoxon. L'analyse des résultats montre qu'il y a des différences significatives entre les moyennes des notes des étudiants du groupe expérimental et du groupe témoin au post- test en faveur des étudiants du groupe expérimental. La chercheuse conclut que les stratégies métacognitives d'apprentissage ont un effet significatif sur le développement des compétences de la performance écrite créative.
Stratégies Métacognitives d'apprentissage,la planification,l'auto- surveillance,l'auto-évaluation,performance,écriture créative
https://jrciet.journals.ekb.eg/article_24565.html
https://jrciet.journals.ekb.eg/article_24565_0bda7535269a8ec97f720c9f6b97f579.pdf
Association of Arab Educators (AAE), Egypt
Journal of Research in Curriculum Instruction and Educational Technology
2356-9107
2537-0669
1
1
2015
01
01
The Effectiveness of Cooperative Language Learning (CLL) In Developing EFL Students’ Oral -Micro Communicative Skills
201
233
EN
Tariq
El-Ghonaimy
Faculty of Education Kafr Elsheikh University, Egypt
10.21608/jrciet.2015.24566
T
he present study is an attempt to investigate the effectiveness of cooperative language learning (CLL) in developing the main micro-speaking skills (accuracy, fluency and pronunciation) of a 28 randomly chosen sample of ESP first year university students of Faculty of Engineering, Alexandria, Egypt. In order to achieve the purposes of this study, two instruments were used: a) a student questionnaire for identifying ESP students’ perceptions of CLL ,2) a teacher questionnaire for identifying ESP instructors’ perceptions of their students’ CLL, and c) an oral test to evaluate the level of students’ oral skills. A speaking teaching program (Rossita Stone Application, Basics+1-5) was used as an experimental intervetion. The sample was assigned to two groups (control and experimental); the latter was exposed to (CLL) whereas the formar to conventional teaching.. Findings of the study revealed that accuracy and fluency as speaking sub-skill,s improved remarkably both structurally and semantically which may be due to the learners’ ability to recognize their ideas more adequately. Pronunciation, on the other hand, was the least developed sub-skill and this could be related to their unwillingness to run the risk of imitating the native accent.
cooperative language learning,oral mico communica tive skills
https://jrciet.journals.ekb.eg/article_24566.html
https://jrciet.journals.ekb.eg/article_24566_74f992c4cbe5c073ab3f763390e350fa.pdf