G+ Community: Measuring Teachers� Readiness and Acceptance

Ishak, Mohd Faisal Farish; Rahamat, Rashidah; Fadzilah, Muhammad Hazrul Haris; Abu, Abdul Ghani

doi:10.30659/e.2.2.361-376

Cited by 1 publication

(1 citation statement)

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“…The reasons behind it were identified as technical problems, unskilled students to use the Internet for language learning, time limits on the syllabi and the teachers' negative perceptions on the work load it brings to the classes. Additionally, a group of researchers wanted to see if ELT teachers were eager to use technologies for their professional development and they did their research to check the teachers' acceptance and readiness in using the cloud-based community as a platform for professional collaboration about their teaching and learning activities (Ishak et al, 2017). They studied with 95 ELT teachers with different teaching backgrounds and found out that given the right training channel, teachers were positive and eager to benefit from and integrate the cloud-based technology in their current teaching practices.…”

Section: Technology Elt and Writingmentioning

confidence: 99%

The effects of critical thinking instruction through asynchronous learning tools on writing

Aygün

Yavuz

2020

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In writing classes, besides mastering the language items and writing rhetoric, students are required to use some high order thinking skills to be able to write academically. Hence, this study basically aims to see the effectiveness of the use of critical thinking skills on writing achievements of the Turkish EFL students. The purpose of the study is to see if online critical thinking treatment affects students� use of critical thinking skills in their writings. In addition, students� attitudes towards asynchronous learning tools during the study were observed. At the beginning and end of the study, 16 students in control group and 16 students in experimental group answered the questions in the critical thinking disposition scale. In addition to this, their writing performances were evaluated before and after the study. Meanwhile, experimental group students were exposed to 8-week online critical thinking treatment. The data gathered were statistically analysed and the results indicate that while the students� writing performances do not differ significantly before and after the online critical thinking treatment, it has significantly contributed to the studentS� use of critical thinking skills while writing.

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Section: Technology Elt and Writingmentioning

confidence: 99%