New Technologies in the University Context: The Use of Blogs for Developing Students’ Reading and Writing Skills

Álvarez, Guadalupe

doi:10.7238/rusc.v9i2.1160

Cited by 17 publications

(8 citation statements)

References 14 publications

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“…This positive effect was clearly found in the posttest where subjects' scores reached 71%. Such outcomes agree with the results of many other studies (Wolf, et al, 2012;Ismail, et al, 2012;Anson & Schwegler, 2012;Manoli & Papadopoulou, 2012;Fuenzalida & Sjöberg, 2012;Shelley-Tremblay, et al, 2012;Chen, 2012;Aydemir & Öztürk, 2012;Damoiseaux, et al, 2012;Álvarez, 2012;Pavan & Baggio, 2013;Chen & Yen, 2013;and Nikolaraizi, et al, 2013).…”

Section: Conclusion and Recommendationssupporting

confidence: 82%

Using Audio-Visual Aids and Computer-Assisted Language Instruction (CALI) to Overcome Learning Difficulties of Reading in Students of Special Needs

Yaari¹

2013

JSEL

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Background & aims:Reading is a receptive skill whose importance could involve abilities' variance from linguistic standard. Several evidences support the hypothesis stating that the more you read the better you write, with a different impact for speech language therapists (SLTs) who use audio-visual aids and computer-assisted language instruction (CALI) and those who do not. Methods:Here we made use of audio-visual aids and CALI for teaching reading skill to a group of 40 students of special needs of both sexes (range between 8 and 18 years old) at al-Malādh school for teaching students of special needs in Dhamar (Yemen) while another group of the same number is taught using ordinary teaching methods. Pre-and-posttests have been administered at the beginning and the end of the semester (Before and after teaching the reading course). The purpose was to understand the differences between the levels of the students of special needs to see to what extent audio-visual aids and CALI are useful for them. The two groups were taught by the same instructor under the same circumstances in the same school. Both quantitative and qualitative procedures were used to analyze the data. Results:The overall findings revealed that audio-visual aids and CALI are very useful for teaching reading to students of special needs and this can be seen in the scores of the treatment group's subjects (25.77%, in post-test vs.70.92% in pre-test). In comparison to the scores of the second group's subjects (where audio-visual aids and CALI were not used) (22% in both pre-and-posttests), the first group subjects have fully understood the material of reading and this can be observed in their performance in the posttest. In addition, compared with males, females' performance was better (1371 scores vs. 1466 scores). Qualitative and statistical analyses showed that such comprehension is absolutely due to the use of audio-visual aids and CALI and nothing else. These outcomes confirm the evidence of the significance of using audio-visual aids and CALI as effective means for teaching receptive skills in general and reading skill in particular.

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Section: Conclusion and Recommendationssupporting

confidence: 82%

Using Audio-Visual Aids and Computer-Assisted Language Instruction (CALI) to Overcome Learning Difficulties of Reading in Students of Special Needs

Yaari¹

2013

JSEL

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“…They operate in ways that can help both teachers and students discover how the latter's ideas grow and improve over shorter or longer periods of time (Mak & Coniam, 2008;Lee, 2004;Coyle, 2010;Cabiness, Irvine, & Grove, 2013;Pena-Shaff, Altman, & Stephenson, 2005;Smith, 2006;Lloyd-Williams, 2007;Hayes, 1996;Halic, Lee, Paulus, & Spence, 2010;Maag, 2006;Beach et al, 2008;Lundin, 2008). These tools also provide students with both reflective and interactive feedback and continually involve them in collaborative activities with their peers and teachers in a way that extends the learning opportunities beyond formal instruction times (Álvarez, 2012;Deng & Yuen, 2011).…”

Section: Introductionmentioning

confidence: 99%

Effects of Blackboard’s Discussion Boards, Blogs and Wikis on Effective Integration and Development of Literacy Skills in EFL Students

Alharbi¹

2015

ELT

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This study aimed to investigate the effects of the online course tools, specifically discussion boards, blogs and wikis, the built-in facilities of Blackboard as computer-mediated communication integrated in e-learning environments on improving integrated reading and writing and on the attitudes of EFL college students towards literacy skills in e-learning environments. A pedagogical model was designed and described in a background of relevant research. The study made use of both quantitative and qualitative data to investigate the effects of these tools on both reading/writing performance and on attitudes. The findings indicated that the students' performance on an integrated reading/writing test was improved and so were their attitudes towards literacy skills. The findings also showed that the e-course tools at issue facilitated students' interactions and supported learning of the reading/writing skills in a growing online discourse community. The paper ends with a conclusion and discussion of pedagogical implications and recommendations for prospective research.

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“…Technological developments advance at a rapid pace, and the use of social web tools such as blogs, wikis, podcasts, and social networking have become widespread in formal education (Álvarez, 2012;Gómez, Roses, & Farias, 2012; Mahou-Lago, X.Mª; López Viso, M; Varela-Álvarez, E.J. (2020).…”

Section: Review Of the Literaturementioning

confidence: 99%

Master’s degrees in the Spanish university system: assessing the virtualization of online courses

Lago

Viso

Álvarez

2020

ADE

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This paper presents the results of a study on the academic management of online master’s degrees taught at Spanish attendance-based state universities. The study focused on the analysis of the distance learning modality to establish a typology of courses and their degree of virtualization. To gather data, a heuristic test was designed consisting of four fundamental dimensions: type of online learning platform, course description regarding the learning modality, simultaneity with other modalities, and the degree of virtualization. The results show that due to the lack of conceptual clarification, more than 60% of the masters offer a blended modality because they require the physical presence of the student at some point in the learning process.

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New Technologies in the University Context: The Use of Blogs for Developing Students’ Reading and Writing Skills

Abstract: Muchos estudios han destacado las dificultades que estudiantes latinoamericanos tienen al resolver las tareas típicas de lectura y escritura en la universidad (e. g.

Cited by 17 publications

References 14 publications

Using Audio-Visual Aids and Computer-Assisted Language Instruction (CALI) to Overcome Learning Difficulties of Reading in Students of Special Needs

Using Audio-Visual Aids and Computer-Assisted Language Instruction (CALI) to Overcome Learning Difficulties of Reading in Students of Special Needs

Effects of Blackboard’s Discussion Boards, Blogs and Wikis on Effective Integration and Development of Literacy Skills in EFL Students

Master’s degrees in the Spanish university system: assessing the virtualization of online courses

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