In recent years, technology-based tools have been used frequently in learning English as a foreign or second language. In addition, many studies have been conducted to examine the effects of technology-based tools on developing different types of language skills and subskills. Along the same line, this research examined the impacts of flipped learning as a kind of technology-based instruction on Saudi Arabia students’ motivation, anxiety, and attitude. To reach this objective, 58 students at the intermediate level from one high school in Riyadh city, Saudi Arabia, were selected and assigned to two equal classes (flipped class and traditional class). After that, both classes were pretested with a motivation questionnaire and an anxiety questionnaire. Next, the flipped class received the treatment by applying the flipped instruction and the students of the other class received traditional instruction. After teaching six texts from Active Reading 1, the abovementioned motivation and anxiety questionnaires were readministered to both classes. Additionally, a questionnaire was given to the flipped class to find out how they felt about using flipped instruction for English language development. The results of independent samples and paired samples t-tests revealed that the flipped class outdid the traditional class both on the motivation and anxiety posttests. The outcomes discovered that using flipped instruction increased the students’ motivation and reduced their learning anxiety. Also, the results of the one-sample t-test depicted that the students of the flipped class presented a positive attitude toward the flipped instruction. This research may encourage English as a foreign language instructors to integrate technology into their teaching to improve learning results.
The current study investigated the effects of a suggested Web-Mediated Process Genre (WMPG)-based Program on developing the writing skills of EFL majors. Participants were third year EFL majors enrolled in Sohag Faculty of Education. The two-group post-assessment design was utilized in the experiment, (N=23) for the experimental group and (N=23) for the control group. Materials and instruments of research included a test of EFL writing skills (WT) and the suggested WMPG-based program. The experiment was conducted at the beginning of the first term of academic year 2017-2018. The results revealed that there were statistically significant differences between the mean scores of the experimental group and the control group on the post-WT in favor of the experimental group. These results revealed that the suggested WMPGbased Program brought about significant gains in the writing performance of participants. Therefore, the suggested WMPGA-based program was recommended to be integrating into EFL writing instruction.
The aim of this study is to investigate the effect of a web-mediated program based on the combination of the process approach and the genre approach on developing writing autonomy among prospective teachers at Sohag Faculty of Education. Participants of the present study consisted of forty-six students who were chosen randomly from third-year students enrolled in English section at Faculty of Education, Sohag University, Egypt. The design of the study is the two-group post-assessment design, (N=23) for the experimental group and (N=23) for the control group. Both groups were tested before and after the intervention. The instruments of the research included a writing autonomy scale (WAS) and the suggested web-mediated process genre (WMPG) -based program. Results of the research revealed a statistically significant difference between the mean score of the experimental group and that of the control group in the post test of WAS in favor of the experimental group. These results were ascribed to using a program based on the combination of the process approach and the genre approach via the facilities of the Internet.
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