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

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

Microblogging in higher education: a comparative study

Microblogging has become an increasingly popular phenomenon in educational context. There is currently little research regarding the educational advantages of microblogging dedicated to teaching and learning. Although educational microblogging provides great learning applications that can support formal learning environment, the advantages of these websites are oftentimes ignored. In order to investigate the largely unexplored benefits of educational microblogging, this research offers an opportunity to investigate the effect of microblogging using Community of Inquiry (CoI) model in a blended learning. The researchers used pre-questionnaire and post-questionnaire for evaluating the level of students' teaching, social and cognitive presence before and after using microblogging based on the CoI model. The questionnaires were distributed in two classes of 107 students in Universiti Teknologi Malaysia. Through statistical analysis by using t-test analysis, the usage of microblogging is proven to enhance students' cognitive, social and teaching presence. The results of this research offer an insight to the positive impact of the use of microblogging in higher education and its outcomes would open the door to new ways of learning and the nature of cooperative culture and new application tools

Integrating mobile assisted language learning (MALL) into EFL classes at a tertiary level

Mobile Assisted Language Learning (MALL) practices have gained increasing popularity thanks to the advancements in mobile technologies. Accordingly, a growing number of initiatives have been taken to integrate it into language learning process. However, a gap in the literature has been observed to measure the effects of MALL on students’ writing competence at a tertiary level in Iraq. To this aim, it was sought to pinpoint the influence of MALL on 60 Language Preparatory School students’ writing competence at TISHK International University by employing snowball sampling technique within 12 weeks in 2021-2022 Academic Year. The study was conducted in an Academic Writing course that required the students to write an essay weekly. The data were collected via exams, a questionnaire, an interview and a survey which were analyzed either by SPSS 23. or MAXQDA software applications in this mixed methods design study. Control group students received a traditional instruction, while experimental group students were trained based on the procedure of MALL. The findings unearthed that MALL practices increased students’ marks dramatically, boosted students’ motivation and increased students’ overall attitudes towards learning English. The findings of this study can have some implications for the educators who consider the implementation of MALL practices at educational institutions

Strategies for Combining e-Learning and Serious Games

Analisar as múltiplas valências dos sistemas de aprendizagem em e-learning constitui um desafio. A educação e a comunicação estão em constante (r)evolução. Os fenómenos da globalização afetam de forma direta e/ou indireta a maioria das áreas da atividade humana e os sistemas de ensino aprendizagem não são exceção. A relação entre a utilização de ferramentas e as estratégias digitais é um ponto fulcral desta dissertação. Nesta dissertação doutoral teve como objeto a contextualização e problematização das diferentes estratégias na utilização de game-based na aprendizagem e estratégias de utilização do e-learning. A utilização de jogos sérios no âmbito das aprendizagens digitais em Portugal não é pratica comum no contexto educativo. Assim, esta dissertação foi desenvolvida para a definição de estratégias de utilização dos jogos sérios e e-learning, propondo uma utilização pedagógica dos jogos sérios em sala de aula por forma a motivar e consolidar conhecimentos adquiridos. A construção de jogos sérios com o intuito de corresponder às necessidades foi o objeto de análise da experiência controlada. O jogo sério “Alpha Patrol” foi conceptualizado, desenvolvido e testado sob responsabilidade do Centro de Investigação para Tecnologias Interactivas. O projeto de investigação envolveu diferentes etapas da investigação de forma a adoptar uma estratégia de análise, que por vezes, se mostrou difícil e ingrata. Investigar e desenvolver jogos sérios em Portugal confronta-se com ambientes indiferentes ou mesmo hostis. O preconceito de jogar (em especial no espaço de sala de aula) ainda existe. No estudo de caso que a dissertação apresenta e desenvolve foi decidido que, face a algumas limitações sociais e culturais, o objecto digital a ser analisado apresenta-se uma estrutura híbrida: livro e jogo dele extraído. A experiência controlada permitiu definir os parâmetros sobre o jogo sério criado, os elementos de motivação, a pertinência na utilização de diferentes estratégias como o livro, os quizzes e as medalhas de aprendizagem.To analyze multiple valences of learning systems in e-Learning is a challenge. Education and communication are in constant (r)evolution. The phenomena of globalization affect directly and/or indirectly most areas of human activity and learning educational systems are no exception. This doctoral dissertation focuses on the context and problematization of different strategies in the use of game-based learning and the use of e-learning strategies. The relationship between the use of tools and digital strategies is a key point of this thesis. The use of serious games in the digital learning context in Portugal is not a common practice in the educational context. Thus, this thesis was developed to define the use of elearning and serious games strategies, proposing a pedagogical approach to the use of serious games in the classroom in order to motivate and consolidate knowledge acquisition. The construction of serious games in order to meet the identified needs was the object of analysis of the controlled experiment. The serious game "Alpha Patrol" was conceptualized, developed and tested under the responsibility of the Research Center for Interactive Technologies. The research project involved different stages of the investigation in order to adopt a strategy of analysis, which sometimes proved to be difficult. Research and develop serious games in Portugal is often faced with indifference or even hostile environments. Prejudice to play as a form of knowledge acquisition (especially in the classroom) still exists. With this in mind, in the case study it was decided that the digital object had to present a hybrid structure: a book and the serious game. The controlled experiment allowed to set the parameters for the serious game created, the motivation elements, the relevance of using different strategies like the book, quizzes and learning medals

LANGUAGE USE AND PERCEPTIONS OF ENGLISH AS A FOREIGN LANGUAGE (EFL) LEARNERS IN A TASK-BASED CLASS IN "SECOND LIFE "

Situated in cognitive interactionist theory and driven by task-based language teaching (TBLT), this study employed a multiple methods design to better address research questions regarding EFL learners' language use and perceptions about their language practices during task-based interaction in Second Life (SL). Findings showed that students perceived SL as a viable platform for language learning. Nine adult EFL learners worldwide were recruited to participate in this virtual course and used avatars to interact with peers via voice chat in simulated real-life tasks. Quantitative results revealed that confirmation checks, clarification requests and comprehension checks were the three most frequently used strategies. Two strategies that had not been documented in previous SL research were found--metacognitive strategy and "spell out the word." Negotiation patterns were also identified: single-layered and multi-layered trigger-resolution sequences. Additionally, the interrelationship among task types, negotiation and strategies was established--jigsaw task prompted the most instances of negotiation and strategy use whereas opinion-exchange task triggered the least. Results also indicated that EFL students had a statistically significant improvement on syntactic complexity and variety as well as on linguistic accuracy across all measured levels. Three core themes emerged from qualitative data: 1) perceptions about factors that impact virtual learning experience in SL, 2) attitudes toward learning English via avatars in SL, and 3) beliefs about the effects of task-based instruction on learning outcomes in SL. SL was endorsed as a promising learning environment owing to its conspicuous features, simulated immersion, augmented reality, tele/copresence and masked identities via avatars. This study demonstrated that implementation of task-based instruction can be maximized by 3-D, simulated features in SL, as evidenced in that 1) convergent tasks with single-outcome conditions stimulate more cognitive and linguistic processes; 2) 3-D multimodal resources in SL provide additional visual and linguistic support; 3) pre-task planning can optimize the quality of learners' linguistic performance; 4) real-life tasks that capitalize on SL features, accommodate learners' cultural/world knowledge, and simulate real-life tasks can make a difference in their virtual learning experiences; and 5) avatar identities boost learners' sense of self-image and confidence

The Flipped Spanish Classroom: Student Engagement, Satisfaction and Autonomy

This dissertation investigates how the implementation of a pedagogical innovation in the foreign language (FL) classroom enabled me to explore student engagement, autonomy and course satisfaction and understand preferred practices for FL development. The ‘flipped classroom,’ formally known as the ‘inverted classroom,’ has become ‘the’ new phenomenon in pedagogical innovations in the last few years (Jensen, et al., 2015). In a Flipped Classroom, direct instruction is moved out of the classroom and takes place at home, by means of reading text or viewing a video or a digital presentation. This appears, at least superficially, positive in that it maximizes class-time for practice and, subsequently, encourages student engagement (Bergmann & Sams, 2014). This thesis takes an integrated article format and addresses unresolved issues in the implementation of a Flipped Classroom Approach (FCA) in the FL university classroom. Drawing on questionnaire data (N= 233), a pilot study compared the FCA to a traditional approach to examine student learning gains, engagement and attitudes in Spanish FL university courses in both conditions. Results from this first study informed the two subsequent studies implemented in two levels (Beginners and Intermediate) of Spanish FL university courses that followed a FCA. Drawing on online questionnaire data (N= 399 students, and N=12 instructors), and focus group interview data (N=12 students, and N=5 instructors), student academic achievement/performance, autonomy and engagement were explored, as were student and instructor perceptions of, and beliefs about, the FCA. The focus of my study is the flipped classroom approach. This approach delivers course content that prioritizes both digital technology and active learning. Implications of the implementation of the FCA in a Spanish FL university course are discussed in terms of 1) engagement, 2) autonomy, 3) course satisfaction, and 4) students and instructors’ perceptions of the approach

Conquering the digital divide: with a digital native who never was

As higher education moves to blended learning environments, a digital divide is emerging in the Australian higher education sector. This divide is predicated on differing digital skills and usage patterns, not access to digital devices. Access is not perceived to be the issue as numerous Australian secondary schools offer a school-issued laptop scheme. Yet many students transitioning to university are grappling with the necessary digital skills required to participate in a digital setting. Referred to as "digital natives", these young people were expected to be digitally proficient. This thesis challenges the existence of Mark Prensky's (2001) Digital Native and provides an analysis of how differing digital fluency stages influence perceived preparedness for university study. Conceptualising the growing inequalities arising from a widening digital divide, the thesis investigates impacts on the student experience, digital fluency and secondary schooling digital opportunities. The thesis reports on three studies drawn from three research questions. Using a mixed-mode approach centred on Critical Theory and Ajzen's Theory of Planned Behaviour (TPB), the thesis provides an analysis of the digital divide in Australian higher education. Study 1 reports on RQ1: "What is the relationship between socioeconomic, sociocultural/ geographic indicators and the digital divide?" Four hundred and nine first-year business students were surveyed at regional and urban Australian universities. This study provides empirical data on the digital divide and determines a link between digital fluency, socioeconomic status, sociocultural capital, digital identity and student self-reported preparedness and digital skills. Study 2 reports on RQ2: "Is digital fluency a precursor to preparedness for university study?" Fifteen of the surveyed respondents completed a digital test with usability testing software prior to an in-depth interview. Study 2 provides a link between access and application of digital environments in schooling and the development of digital fluency. This study presents data showing disadvantage indicators can be alleviated through access to digital learning environments during schooling. Study 3 reports on RQ3: "What enhances and develops digital fluencies?" and examines the digital divide from a student's perceptive. Case studies were developed from in-depth interviews and presented as techno-biographies to determine respondents' digital fluency stage. These techno-biographies outline differing experiences and opportunities for digital skills development between secondary schools. Study 3 explores prior digital experience to identify digital influences, skills, knowledge, attitude and mindset. The study suggests that influences and prior digital experiences contribute to digital fluency and perceived preparedness for university study. The three studies are intertwined in their investigation of an association between disadvantage indicators, prior digital experience and stages of digital fluency. Particular attention is placed on examining the distribution and allocation of digitally resourcing in secondary schools. The three studies culminate in a concept model to illustrate the link between the distribution of resources, digital fluency and preparedness for university study. The thesis demonstrates a link between access to a learning management system (LMS) or digital curriculum during secondary school and disadvantage indicators. Access to a school LMS consistently produced higher self-reported digital skills than those without, even when disadvantage indicators were present. The issue of perceived preparedness for university study and/or a digital learning environment was also linked to participants who had access to a school LMS. Rural, regional, low socioeconomic, low sociocultural capital and state-school participants were less likely to have had access to a digital curriculum during secondary schooling and therefore less likely to report preparedness for university study. Conversely, these disadvantage indicators were overcome if participants had access to an LMS or digital curriculum. The thesis identifies a digital divide in higher education emanating from the distribution, use and allocation of secondary schooling digital resources and prior experience. The resourcing of secondary schools with school-issued laptops did not increase digital fluency or perceived preparedness for university study. However, the implementation of a digital curriculum or LMS produced significant outcomes in the development of digital fluency. These findings illustrate the influence of digital immersion in the formation of fluency. Resourcing schools without a clear digital curriculum does not increase digital fluency. If the digital divide is to be conquered, the appropriate application of digital resources in secondary schools must be implemented to enable the development of digital fluency

Web Writing: Why and How for Liberal Arts Teaching and Learning

Teaching writing across the curriculum with online tool

The Use of Social Media in English Teaching and Learning: Exploring the Perceptions and Experiences of English as a Foreign Language Instructors

The attention on using social media for educational purposes is increasing. Research shows that social media platforms are effective teaching and learning tools. The purpose of this study was to examine foreign language teachers’ experiences in using social media in the teaching and learning of English. Research Design: A qualitative research method was used for the data collection and analysis. Data were collected through a survey and in-depth interviews with foreign language teachers. The participants included 35 English teachers (15 for the interview, 35 for the survey) representing different educational levels, including public and private schools and foreign language institutions. Data were analyzed using multiple cycles of coding and ongoing dialogic engagement. Findings: Analysis of the data revealed five different themes (the purposes of social media use, social media as a tool, perceived benefits, and the challenges of social media use) related to teachers’ experiences of using social media in English teaching and learning. The participants used social media to support their classroom instruction and to teach English culture. They also perceived social media platforms as tools that can be used to assess student learning and language development and differentiate classroom instruction. In terms of benefits, the participants indicated that social media increase student motivation and engagement, enhance teaching practices, and help to build a learning community among students. The study also identified some challenges associated with social media integration, such as a lack of support and training, low self-efficacy among teachers, and misgivings about the use of social media in the classroom. Significance and Implications: The study provides a clear picture of the current use of social media for educational purposes. It bridges the gap between policymakers’ expectations and teachers’ current technology use, and reinforces the effort to institute more fruitful education reform