The effect of using cooperative as opposed to traditional learning strategies on students’ motivation and computer skill acquirement

Previous studies have illustrated that cooperative learning strategies have a positive effect on students' higher order thinking, and problem solving skills. Yet, there are not sufficient studies that explore the effect of these strategies on computer skill achievement. The purpose of this study was to examine the effect of cooperative learning strategies on computer skill achievement. A qusi-expermental methodology was used to compare two groups of students, a control group learning through traditional strategies, and an experimental group learning using cooperative learning strategies. The study answered three main questions: 1) the effect of cooperative learning on motivation, 2) The effect of cooperative learning on students’ strategy use outside the classroom, and 3) The effect of cooperative learning on computer skill achievement. Data were gathered through a pre- and post-test, and the MSQL questionnaire. Findings from this study showed significant differences between the two groups on all research questions in favor of the cooperative group. Overall, cooperative learning was shown to promote better student computer skill achievement. The study concluded with recommendations for teacher preparation programs to include cooperative learning in their practical curriculum, and for curriculum designers to incorporate those strategies in the computer science curriculum

Exploring Podcasting in English as a Foreign Language Learners’ Writing Performance

The purpose of the present study was to determine whether giving English as a foreign language learners podcast lectures in addition to the traditional lectures help them to enhance their English language writing, and to explore and discover useful information regarding the adoption of podcasting as a learning or training tool in order to better understand and improve learning and teaching methods. This study was conducted with fifty five level two male students at the scientific section of the Preparatory Year in King Saud University. They were assigned into the experimental and control group randomly. The experimental group listened to podcast lectures as well as the in-class traditional lessons. Meanwhile, the control one was given traditional classroom lessons only. To assess the performances in the pre- and post-tests, analytic scoring rubric was used. To answer the research’s questions, a within group two paired samples t-test was computed. In addition, a survey questionnaire was administered to the podcasting group to explore their attitudes towards using podcast instruction to improve writing ability. The results showed that the students in the experimental group scored significantly higher than the control group. There was a significant decrease in spelling, punctuation and capitalization errors. Questionnaire’s results reported that EFL learners in the experimental group mostly conveyed positive attitudes. The current study recommended that EFL learners need to be familiarized and trained with the use of podcasting technology in language learning in order to get better gains. EFL teachers are suggested to integrate podcasting lectures into their EFL writing teaching. Keywords: Mobile learning, Podcasting, Writing accuracy, Attitudes