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This paper aims to explore how animated cartoon as a pedagogical material can be employed in language classroom from a constructivist point of view. Through examination of existing literature, this study outlines the numerous pedagogical values of using cartoon. It presents the characteristics of cartoon that bring much valuable effects to language learning. The paper discusses both the efficiency of animated cartoon as an authentic audiovisual learning material and how it can be employed in language classroom in order to satisfy the intended pedagogical outcomes of the 21 st century. Although many teaching approaches can be utilized in order to promote the effectiveness of authentic materials for second language teaching, the model of constructivism enables learners to get benefits of educational technological resources, mainly, animated cartoon. Constructivism is a social-based teaching approach that encourages learners to construct knowledge from the surrounding social context throughout a process of investigation. In relation to the concept of cartoon, it works as incentive tool that enhances learners' social involvement within both collaborative discussion and the content of animated film. The paper concludes by drawing some implications of the concept of using cartoon in language classroom from a constructivist point of view.
Arab World English Journal (AWEJ)
Graduate Students' Reflections on Technology in Language Learning and Teaching: A Qualitative StudyThis study aims to analyze the experiences and perceptions of a group of graduate students regarding an MA Technology in Language Learning and Teaching Course at Hebron University, Palestine. Specifically, the study addressed the aspects of the course that were perceived as the most useful for them and how graduate students perceive their professional growth as a result of the course. The study took place during the second semester of the academic year 2016/2017. The researcher employed a qualitative research to achieve the aims of the study. The participants wrote reflective journals and described how the course integrated theory and practice. The results revealed that the students benefited from the different elements of the course. Particularly, they benefited from the practical projects. The experience helped them in their professional development. Finally, the students offered a number of suggestions for improving the course. The researcher concluded with a set of recommendations.
The use of personal web publishing and social networking tools has been an emerging practice in the field of Computer Assisted Language Learning or CALL (Campbell, 2003). Weblogging, for instance, has already established itself in the popular media. Given its educational affordances, the utilization of weblogs in English Language Teaching (ELT) and English Language Learning (ELL) is deemed indispensable. This paper presents the implementation of weblogging activities in English for Academic Purposes (EAP) program of Jilin University—Lambton College in China. Weblogs provide the students with extensive opportunities to put what they are learning in the classroom to use in expressive, interactive, and immersive ways. In addition to reading and writing practice, weblogs allow the learners to share their thoughts and ideas through blog posts made on the forum section and walls wherein the resulting language exchanges expose them to authentic uses of language that supplemented classroom activities and experiences. A convenience sampling from Jilin University—Lambton College (JULC) consisted of 71 Chinese university students from three different EAP classes participated in this exploratory action research based on weblogging experiences for language learning in English. A survey was distributed at the end of the course to all participating students to gather feedback and input on student views in relation to the classroom-blogging activities employed. Findings from an attitudinal survey performed reveal that the students had an exceptionally positive attitude for weblogging. Citation: Genzola, A. E. (2015, December). Weblogs on language learning: A technology-enhanced instruction in a tertiary- level EFL classroom in China. Arab World English Journal, 6(4), 389-407.
Advances in the Internet and online learning technologies are having a tremendous impact on educational systems. Thus, educational systems are combining Internet and digital technologies with traditional classrooms in what is known as blended learning. An established definition of blended learning is combining traditional, face-to-face (f2f) teaching with web-based online technologies; the purpose of blended learning is to provide more benefits over using one single learning delivery medium. In line with an international trend towards blended learning, the English Language Institute (ELI) at King Abdulaziz University (KAU) in Saudi Arabia has started blending traditional, f2f classrooms with the online learning platform (Blackboard). This study aims at finding out the students' views on the advantages and challenges that face the implementation of blended learning at the ELI. This study is based on a mixed-methods exploratory sequential design as it starts with a qualitative interview study and is followed-up with a questionnaire survey (QUAL quan). The study concludes that blended learning can enhance the EFL learning experience at the ELI as it combines the advantages of both in-class instruction and online learning. However, certain challenges need to be addressed to improve the effectiveness of the blended learning experience. The study ends with recommendations that can enhance the blended learning experience at the ELI.
Arab World English Journal (AWEJ), Mohammed Farrah Associate Professor in Applied Linguistics & Ex. Chairman of the English Department - Hebron University - Palestine
2019 •
A Collaborative Peer-Consulted Text Analysis: Students' Perspectives Listyani English Language Education Program Universitas Kristen Satya Wacana (UKSW), Indonesia Abstract Collaborative learning has long been done in the field of language learning. Collaborative learning is one of the characteristics of student-centered learning. Students are actively engaged in activities in which the teacher acts as the facilitator. Different from a teacher-centered classroom, the teacher gives instructions and students have to do what is instructed by the teacher. One of the applications of collaborative learning is working in groups or what is commonly known as group work. This study deals with collaborative work involving peer consultations done by twenty second-year students in an Academic Writing class. The students were required to analyze journal articles in groups of two or three. Data was gathered from journals submitted at the end of the semester, which was the Compact Semester of the 2018/2019 Academic Year. There were two questions to be answered in this research. The first question was "How is a Collaborative Peer-Consulted Text Analysis (CPCTA) applied in an Academic Writing class, in ELEP at UKSW?" The second question was "What are students' perceptions about the collaborative peer-consulted text analysis?" The aim of this study was to show how a Collaborative Peer-Consulted Text Analysis (CPCTA) was applied in an Academic Writing course, and what students' perceptions were. Data was also gathered from observations and interviews with two students. The findings showed that 90% of the students (18 students) liked working in small groups. The reason mentioned by most of the students was because of the partners. The rest (10%) admitted that they did not like group work because they got partners whom they did not feel comfortable to work with and because of unfulfilled expectations. This study can hopefully be useful both for students and teachers of writing courses who are trying to apply a collaborative peer-consulted text analysis for their students.
The present study aimed to investigate the extent to which Arabic was used in the primary English classroom, the attitudes of teachers toward using Arabic and their reasons behind using it. It also aimed at exploring which gender used Arabic more in the EFL classroom. In addition, it tried to present the relationship between the use of Arabic and years of English teaching experience. The results of the study which were collected through a questionnaire, classroom observations and interviews indicated that Arabic was sometimes used in the primary English classrooms by teachers. It also indicated that there were no significant differences in using Arabic in the primary EFL classroom due to gender and English teaching experience. Moreover, the findings indicated that more Arabic was used by the teachers for translating abstract words and terminologies.
During the last few decades, many teaching philosophies and approaches began to surface and take shape in education. The principles and assumptions underlying these philosophies gained prominence, and started to be adopted and implemented in educational programs and curricula at different learning stages (secondary and tertiary education). The overall aim of these changes is to find better ways (models, approaches) to improve students' learning. Today, in the Algerian educational context, there is an increase demand for more efficient and beneficial teaching approaches. Call for change to take place in teaching has always been raised. Accordingly, there has been a shift of focus in teaching and a tendency on the part of many researchers and educators to advance more innovative, beneficial and student-centered models and approaches to be adopted and implemented in educational programs. Project-Based Teaching is one of these suggested and advocated teaching models. It addresses important concerns and goals in education, and it is characterized by being student-centered. A radical change in the role of teachers and students in the teaching/learning process takes place. The adoption/implementation of such a teaching model is supported by research and is claimed to help develop the students' intrinsic interest in the subject matter, emphasize learning not recall, promote group-work and help students become active, self-directed and independent learners. The main aim of the present paper is to give a compendium of the theory that demonstrates the importance of Project-Based Teaching alongside the different types of learning that can be incorporated in project work (experiential-learning and active-learning). The discussion is also based upon a questionnaire which has been administered to high-school teachers of English, Science, History and Technology in Mohamed Larbi Tlilani high-school (Constantine) in order to explore the efficiency of that model in practice.
This paper examines how Jordanian EFL students at Jerash University react to their teachers' written feedback. In addition, the study, in its wide focus concentrates on the effect of teachers' written feedback on students writing processes. Qualitative method was used to collect data from twenty students who belong to B.A English Language at Jerash University in their third year of study during the academic year 2014/ 2015. On one hand, the study indicates that students vary in their attitude toward teachers' written feedback and the majority of EFL students reveal that they perceived teachers' written feedback to be useful for them in their writing processes on the other. In its conclusion, this study reveals that teachers' written feedback have twin effects; the first one presents improving and orientating students' revision skills, while the second one reveals the enhancement in the Jordanian EFL students' overall writing quality. .