Abstract:The recent spread of technological innovation along with the sophistication of the ICT gadgets have shapped and transformed the realm of learning and teaching including in that of English Language. Alongside, ICT has become more and more inextricable part of human businesses and put a higher level of demand for technological literacy in the part of English learners in order for them to be convident in the digital era membership and participation. This study surveyed 400 high school students as regards: (a) their ICT gadgets perceived ownership; (b) their dayto-day outside and in-school use and; (c) their activities using ICT gadgets for English learning. Findings from the descriptive analyses of the mixed-method study, disclose the positive perception about the gadget ownership. Interestingly, the current study also discovers that there has been a mismatch between the positively perceived ownership of the ICT gadgets and the real day-to-day use as facilitative media for learning, in particular as a useful aids for English language learning. Focusing on the result discussion, issues with regard to discrepancies in the provision of infrastructures and the lack of the support system by school institutions emerge from the FGD analysis highlighting the importance for all decision makers, school institutions, and teachers to consciously start doing something about it. By highlighting the pivotal role of the technology, the researcher suggested a real action for responding to the call for a change in both policy makers and institutonal levels to start integrating the technology into the school curricula.
Abstract. Online peer review has been applied in Academic writing classes and it has had a positive impact on the students’ writing skills. Further study was done to find out the students’ attitudes toward online peer review in online writing classes. A questionnaire on students’ attitudes was distributed to 43 students in academic writing classes who are practicing online peer review. The statements in the questionnaire cover their attitude towards online peer review in three aspects: affective strategies, writing processes, and interaction ability. The findings show that the students have a positive attitude towards online peer review. They have a positive attitude toward the aspects. However, the students have a negative attitude one of the statements in social interaction ability. The average students do not see that this online peer review helps them learn about maintaining harmony in pair work.
As we have recently observed that there has been a crucial change in most people's perception concerning approadch to teaching. As Nunan has recently mentioned that in current language teaching development, there has been a clear and observable gradual move from a top-down to getting more and more bottom-up approadch to the planning, implementation and evaluation of teaching and learning program. (Nunan, 1996: 129). He is supported by Gardner and Miller with their interest in learners autonomy (Gardner and Miller, 1996). also by Hutchison and Waters in their ESP learning-centred approach (Hutchison and Waters, 1993). There are some pratical reasons why student's input and feedback are likely to contribute to the success of the L-T programs. This article aims to put forward an overview of the stdents' potential contribution to the wat to aoptimize the learning and teaching processes by wat of considering the inportance of their regular input and feedback that they give to help plan, monitor and review or evaluate the TL programs. In other words, this paper will try to see a different perspective on achieving a good teaching program from the area beyong method of teaching.
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