The Implementation of the Authentic Assessment in EFL Classes in Erbil

Web 2.0 tools have had a profound impact on people`s lives in the last 20 years in parallel to the advancements in technology. Web 2.0 tools have transformed many fields as well as education. Web 2.0 tools allow users to create the content and interact with others on the internet rather than only receiving information. To this aim, the effects of Zip Grade and Padlet applications on Foundation English students` success rates and motivation at a private university in Erbil, Iraq were investigated meticulously in this study by employing a mixed methods design. In this regard, a survey, a questionnaire and an interview were used to gather qualitative data, while quantitative data were collected by two exams. MAXQDA software program was used to transcribe the interview. Additionally, descriptive analysis was used to analyze the results of the exams via independent samples t test and paired samples t test. The findings revealed that Zip Grade and Padlet increased students` success rates and motivation significantly. Also, it was observed that Zip Grade and Padlet increased interaction among students. The interpretations based on the findings in this study may have some implications to integrate Web 2.0 tools into education successfully on a global scale.

Section: Discussionmentioning

confidence: 99%

The Effects of Web 2.0 Tools on Foundation English Students` Success Rates at A Private University in Iraq

2023

“…Students could not just pick one of several correct answers on an assessment. Instead, they had to come up with their own answer and think more critically (Ulker & Yildiz, 2021). The objective assessment involved one fixed answer; no subjective measurement was needed.…”

Section: Statement Of the Problemmentioning

confidence: 99%

Implementing Critical Pedagogy into EFL Context to Reach Higher Order Level of Thinking by Bloom’s Taxonomy

2023

The primary goal of this paper is to promote critical pedagogy in the higher education system by applying it in the EFL context. Critical pedagogy is concerned with how educators can alter education from the banking model of education; due to the traditional way of teaching, learners are passive receivers, whereas, in the problem-posing method, students are active agents of their learning process. For this purpose, problemposing and two-way dialogue were pedagogical actions to enhance students' critical thinking and communication skills. The present study intended to develop the student's speaking capacity, engage them to ask questions, and give reflections on the exposed issues. Five steps have been followed for problem posing; describe the content, define the problem, personalize the problem, discuss the situation, and discuss substitutes for the problem. The observation method was carried out to collect data among two classes containing 20 students each. Finally, the finding of this study proved that implementing critical pedagogy in EFL classrooms increases students' engagement with the curriculum and enhances their interactions in the school. In addition, students reached a higher level by Bloom's Taxonomy associated with their earlier rank.

“…Being the most rapidly increasing online and offline technologies acknowledged by society (Çelik et al, 2022a). Moreover, training students to be self-directed lifelong learners requires a solid foundation in both the learning and teaching processes, as well as rigorous assessment (Ulker & Yildiz, 2021). Hence, assignments are an essential component of school and play a crucial role in attaining a decent education.…”

Section: Introductionmentioning

confidence: 99%

Ronaki International School – Erbil (RISE) Students’ Attitudes Toward Online Assignment in Learning Management System (LMS)

2023

The concept of online has become a vital part of today's students' lives. This study studied the academic development of students at a private international school in Iraq in connection to the online assignment component of the Learning Management System (LMS). A pre-test conducted to the students at the beginning of the study revealed that their levels were comparable. 14 girls and 14 boys, respectively, were assigned to the control and experimental groups. The duration of the trial was six weeks. In the fifth week of the study, the questionnaire was administered to the students using Google Forms. On the sixth and final week of the study, students were interviewed face-to-face and given a post-test. Based on the collected data and the 13% post-test difference, it was found that students preferred the online assignment technique and, as a result, were more successful. When the results to the student poll were reviewed, the students highlighted that the traditional method was more secure than the internet system. In general, research indicates that contemporary pupils are more open to online tasks.