Mobile learning (M-learning) is relatively becoming a hot topic that attracted the interest of many scholars. Although M-learning is spreading rapidly across many countries in the world, studying the students and educators’ attitudes towards its usage is still in short supply. This study is considered one of the few that attempts to examine the students and educators’ attitudes towards the use of M-learning by focusing on gender and smartphone ownership differences. The data were collected through a questionnaire survey from eight different universities in Dubai, United Arab of Emirates. 141 students and 31 academics participated in the study. The results indicated that the male students and academics were more likely to use the M-learning systems than the females. Moreover, the students and academics who own smartphones were more likely to use the M-learning systems than those who do not so.
This study examines the impact of flipped learning on ESL students' speaking skills. Basically, secondary school students lack out-of-class instruction to review and study teaching materials independently since there is no opportunity to practice speaking skills outside the class. Therefore, the availability of the technological device in everyone's hand may help to enhance speaking if they are monitored regularly. The qualitative and quantitative approach is employed. The participants consisting of (40) Omani secondary school students, were divided into two groups (20) in the Experimental Group (E. G) and (20) in the Controlled Group (C.G). Pre-and post-tests were managed to both groups before using flipped classroom (FC) as a scaffolding of teaching speaking to non-native learners. Besides, a questionnaire was administered to. The results revealed that E.G excelled in the C.G. Also, it showed a positive attitude towards flipping as a learning strategy.
This study explores students' attitudes towards the impact of social media (on teaching writing at Buraimi University College (BUC, hereafter). Facebook "FB, henceforth" group creates an atmosphere of active learning. The participants' attitude was measured through a questionnaire and interviews with both students and teachers. Pre-and post-writing achievement tests were administrated. So, a mixed approach was used to collect accurate data. Sixty students and fifteen EFL teachers were selected randomly. The findings showed that the FB group excelled in writing. Also, it was revealed that students learned new vocabulary through reading teacher's and classmates' comments and engaged in a collaborative community to produce elegant pieces of writing. Moreover, EFL teachers had positive attitudes toward social media. Furthermore, FB encouraged learners to monitor their progress, think critically, ameliorate their drafts, self-correct, receive teacher's and partners' feedback. These results may contribute in updating the methods of teaching writing in Omani schools.
The aim of this study is to investigate the impact of utilizing weblog on facilitating teaching writing at Buraimi University College (BUC) and to explore the extent to which a blog as a computer-mediated tool enhances learners' writing skills in English as a foreign language e(EFL), English as a second language (ESL). Vygotsky's model will be adopted in this study. Furthermore, a process approach is employed to involve students in writing. A mixed-method of qualitative and quantitative was embraced. Three instruments were used to answer the research questions of the study. The participants consisting of 60 students, were placed into two groups: 30 students for experimental group (Ex.G.) and 30 for the controlled group (Cont. G.). Also, 30 EFL teachers (15 males and 15 females) were selected randomly. Pre-and post-tests were assigned to both groups before and after incorporating weblog as a teaching tool. Questionnaires were distributed to (Ex. G) to check the effect of using a weblog on students' writing quality. Interviews were also conducted with both teachers and students. The findings reveal that the students of weblog group significantly outperform their counterparts. This study concludes that integrating weblogs in teaching is of paramount importance to language learners and a promising tool in higher education.
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