Enhancing Self-Regulated Learning Strategy via Handheld Devices for Improving English Writing Skills and Motivation

Elkot, Mohamed A.; Ali, Rabea

doi:10.18178/ijiet.2020.10.11.1462

Cited by 7 publications

(8 citation statements)

References 34 publications

(32 reference statements)

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“…Rahman explored the benefits of blended learning in writing learning [4]. Elkot and Ali investigated factors influencing students' English writing skills and motivation [5]. However, the English writing teaching effect they proposed is not very good.…”

Section: Introductionmentioning

confidence: 99%

Metacognitive Strategies in Undergraduate College Students’ English Writing Based on Optimization Theory

Ting

2022

Mathematical Problems in Engineering

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In the existing research, scholars have different views on the concept and structure of metacognition. Based on different theories, they produce different training methods of metacognition strategies. However, because the training design and training process in the experiment are too complicated and the time is difficult to control, it remains difficult to effectively extend this kind of training to more educational fields. This paper deeply integrates the optimization theory with the case teaching of college students’ English writing in undergraduate colleges and proposes the optimal design of the case teaching process. The optimal design is mainly carried out according to four processes: English writing education consultation, English writing teaching case compilation, English writing case teaching implementation, and English writing case teaching evaluation. In ordinary English writing, students focus on four aspects: preplanning, selective attention, self-monitoring, self-evaluation, and adjusting, controlling, and managing one's own cognitive activities according to self-monitoring metacognitive strategies, mastering the optimization theory, and adjusting the writing speed are self-adjustment and self-evaluation according to one's own situation. In the selected dimensions of English writing, the mean of the postwriting test was higher than that of the prewriting test. The mean of the “average sentence length” increased from 8.6 to 19.1. Integrating metacognitive strategy training into English writing teaching can improve students’ English writing ability.

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Section: Introductionmentioning

confidence: 99%

Metacognitive Strategies in Undergraduate College Students’ English Writing Based on Optimization Theory

Ting

2022

Mathematical Problems in Engineering

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“…The integration of technology in the classroom has opened up new opportunities for innovative teaching strategies. In Saudi international schools, educators have adopted various digital tools and online platforms to enhance students' writing skills (Elkot and Ali, 2020). Research by Wahdan (2019) highlighted the positive impact of technology-enhanced learning on students' motivation, engagement and the development of digital literacy skills, all of which contribute to improved writing skills.…”

Section: Innovative Teaching Strategiesmentioning

confidence: 99%

“…He advocated for the unrestricted development of ideas. Elkot and Ali (2020) note that while this argument may be debatable at the moment, it is used to suggest to all group ideation gatherings. When used as a teaching strategy for social science courses, brainstorming is easy to use and productive for presenting new ideas.…”

Section: Literature Reviewmentioning

confidence: 99%

Effect of teaching strategies on students’ German writing skills at Saudi international schools

Bin Saran

2024

SJLS

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PurposeThe global prominence of languages and Saudi Arabia’s Vision 2030, which supports the necessity of German proficiency for the nation’s socioeconomic evolution, necessitate a deeper understanding of German teaching in Saudi international schools. This study delves into the influence of various teaching strategies on students' German writing skills. The research particularly focuses on traditional and innovative methods and considers the factors that drive these teaching approaches.Design/methodology/approachData were collected from 304 students in Riyadh, Saudi Arabia, through a questionnaire. The relationships between teaching strategies and students' German writing abilities were analyzed using regression techniques.FindingsThe results indicate that both traditional and innovative teaching strategies positively influence students' writing skills. The regression analysis shows that the independent variables (traditional teaching strategies, innovative teaching strategies and factors influencing teaching strategies) collectively account for 68.9% of the variation in students' German writing skills. Even though a variety of techniques influence students' academic performance, the study’s findings indicate that several strategies – such as self-evaluation, pair work, oral feedback, grammar instruction and translation – have a major impact on students' German writing abilities.Originality/valueThis research brings unique insights into the German teaching realm of Saudi international schools, emphasizing the harmony between Vision 2030 goals and effective teaching methodologies. It elucidates the considerable influence of both traditional and innovative strategies on student writing outcomes. For educators in Saudi Arabia’s international educational environment, the study’s findings underline the importance of adopting student-centric approaches in the writing process, ensuring students evolve as proficient writers. Additionally, the research underscores the significant role of variables affecting teaching strategies, spotlighting their pivotal role in shaping student outcomes.

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“…The value of technology in language acquisition is now well acknowledged (Elkot & Ali, 2020;Li et al, 2014). Technology helps language learners study more effectively and provide better outcomes (Galla, 2016).…”

Section: Introductionmentioning

confidence: 99%

The Impact of Gamification “Kahoot App” in Teaching English for Academic Purposes

Ali¹,

ABDALGANE²

2022

WJEL

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Incorporating gamification into foreign language learning is a successful and effective strategy for improving learners' level of language skills and helping them to master communication with others. This study aimed to determine the impact of Kahoot, a gamification-based technological application, on English language vocabulary for academic purposes and motivation. Thus, 60 students were selected from among the university students enrolled in the English Language for Academic Purposes course. These students were randomly split into two equal classes: the control and experimental groups. English vocabulary Test was given to both groups following a pre-test, with the experimental group receiving Kahoot instruction while the control group received traditional instruction. The teaching continued for ten weeks, after which the students were tested with a post-test on the same vocabulary learned. Moreover, a motivation scale was used to identify the effect of Kahoot in enhancing the students' motivation toward learning English for academic purposes. The results showed positive results on the extent of the positive impact (of the Kahoot learning tool based on gamification) in learning English vocabulary for academic purposes and motivation.

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Enhancing Self-Regulated Learning Strategy via Handheld Devices for Improving English Writing Skills and Motivation

Cited by 7 publications

References 34 publications

Metacognitive Strategies in Undergraduate College Students’ English Writing Based on Optimization Theory

Metacognitive Strategies in Undergraduate College Students’ English Writing Based on Optimization Theory

Effect of teaching strategies on students’ German writing skills at Saudi international schools

The Impact of Gamification “Kahoot App” in Teaching English for Academic Purposes

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