The purpose of this chapter is to examine the importance of implementing the flipped classroom model with the use of the web-based platform, Playposit. The chapter first provides an overview of the benefits of the flipped classroom model as well as the platform in a concise review of literature, and then it offers a comprehensive description of Playposit including its features, methods of designing creative videos and interactions, and applications in an ESL classroom. A lesson plan and its description are presented at the end of the chapter, providing a sample of incorporating the flipped classroom model using technology to boost learners' engagement and achievement.
Books have a great influence on children's self-esteem, behavior and thinking (Southard et al, 2014). Accordingly, when children picture books present stereotypical images of gender roles, children might be misled. Thus, the present study examines whether American males and females are equally portrayed in children's literature or not. The purpose of this research paper is to examine the Caldecott Medal and Honor winners of children books in the 1940's and the children picture books in 2000's as they could have the greatest influence on how children would perceive stereotypical issues related to gender roles. Thus, the researchers carried out a close analysis of how the characters are exhibited in those picture books based on their gender roles, and whether this perspective has changed over time. The rationale for choosing these books is that they were bestsellers that time and also because of their impact on kids. The results show that female characters were presented less and with less important and more stereotyped roles than males.
Teaching in today's classrooms is not the same as it has been in the past; that is what teachers claim. There is a new generation of students, with new expectations and capacities, coming into the classroom. The Internet and technology in general are used everywhere to communicate and interact with others. Today, students are looking for different interactions and ways of learning in the classroom. Therefore, technology should be used not only because students are using new technologies ubiquitously outside of the classroom, but also because the use of technology can enrich students' understandings of diversity and culture, which can foster collaboration, participation, and collective intelligence.
This research paper aims to investigate the effect of utilizing Twitter in a foreign language classroom and how it would affect students' attitudes towards learning Arabic media related vocabulary. The researchers used qualitative and quantitative methods as a methodological approach to the study. The subjects of the study are American undergraduate students studying Arabic for their third semester, 11 participated in the study. The participants were asked to open Twitter accounts in order to practice reading up-to-date tweets from global news agencies. Participants took pre and post-tests, then were asked to take a questionnaire; a structured interview was also carried out along with reflections to have a better understanding of the students' attitude towards the use of Twitter in the classroom. The data were gathered throughout the semester and analyzed qualitatively and the participants' responses were coded for certain themes and then analyzed. The findings indicated that the students had a positive attitude towards the use of Twitter in learning vocabulary for specific topics-in this study media/political-related vocabulary-in the foreign language classroom. In addition, the quantitative data used as confirmation and showed vocabulary gains after the Twitter treatment. The study's findings can be applied to any foreign language and can have important implications and recommendations for language teachers and educators in the field. The findings will add valuable recommendations on how to integrate social media platforms in a foreign language classroom.
This research paper aims to investigate the effect of utilizing Twitter in a foreign language classroom and how it would affect students’ attitudes towards learning Arabic media related vocabulary. The researchers used qualitative and quantitative methods as a methodological approach to the study. The subjects of the study are American undergraduate students studying Arabic for their third semester, 11 participated in the study. The participants were asked to open Twitter accounts in order to practice reading up-to-date tweets from global news agencies. Participants took pre and post-tests, then were asked to take a questionnaire; a structured interview was also carried out along with reflections to have a better understanding of the students’ attitude towards the use of Twitter in the classroom. The data were gathered throughout the semester and analyzed qualitatively and the participants’ responses were coded for certain themes and then analyzed. The findings indicated that the students had a positive attitude towards the use of Twitter in learning vocabulary for specific topics -in this study media/political-related vocabulary- in the foreign language classroom. In addition, the quantitative data used as confirmation and showed vocabulary gains after the Twitter treatment. The study’s findings can be applied to any foreign language and can have important implications and recommendations for language teachers and educators in the field. The findings will add valuable recommendations on how to integrate social media platforms in a foreign language classroom.
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