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PBwiki: WEB 2.0 TOOL for COLLABORATION

100%
KILIÇKAYA F.
Teaching English with Technology
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2008
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vol. 8
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issue 2
EN
how to use wikis for online collaboration
2
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WHAT CONSTITUTES AN EDUCATIONAL TOOL TO OMANI/ARAB LEARNERS?

100%
Kohnke L.
Teaching English with Technology
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2011
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vol. 11
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issue 3
25-36
EN
This research explores what constitutes an educational tool for students in the Sultanate of Oman, using a quantitative questionnaire with face-to-face semi-structured interviews. Students and teachers at Nizwa College of Technology and Salalah College of Technology participated in the study. Educational tools are widely used as part of instruction today, but they are still a relatively new aspect of education in this region. Accordingly, the findings of the study are relevant to educators in the Omani educational system, as well to educators of Arab learners in general. This study examines four specific educational tools, namely email, Facebook, instant messaging, and cell phones. The findings indicate that students and teachers agree on what is considered an educational tool but also lack information and knowledge of how to integrate them into their learning and teaching. This paper provides insight into the mindset of Omani/Arab learners and those educators responsible for integrating educational technology in the region.
3
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IRANIAN EFL TEACHERS’ PERCEPTION, FAMILIARITY AND USE OF WEB 2.0 TOOLS IN TEFL

88%
Shahrokni S. A., Sadeqjoola L.
Teaching English with Technology
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2015
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vol. 15
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issue 3
31-46
EN
Following social-constructivist approaches in education, there has been a growing interest in employing Web 2.0 technologies in language classes. While the effectiveness of these digital teaching crafts has been corroborated in many studies (see Crook et al., 2008, for a survey), there is always doubt if they have reached a normalized state in L2 classes (Bax, 2003). This study, therefore, attempts to investigate the attitude of a group of language teachers towards the effectiveness of these emerging technologies in L2 classes. There were 53 participants in the study affiliated with universities, Ministry of Education, and language schools in Dezful. A questionnaire based on Son (2011) was designed in which Likert-scaled items were used to assess the factors of familiarity, perception, and use of online technologies in the classroom. The results suggested that most of the respondents exhibited low degrees of familiarity and use towards the technologies under investigation despite considering computerized tools as effective in the teaching-learning process. Besides, further explanations in semi-structured interview sessions indicated that most of the participants expected policy makers to incorporate supplementary Information Technology (IT) courses and facilities into teacher education and in-service programs as well as educational settings.
4
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Le réseau social en classe de F.L.E. : pratiques des étudiants et des professeurs en Roumanie

75%
BUNDUC M.
Concordia Discors vs Discordia Concors: Researches into Comparative Literature, Contrastive Linguistics, Cross-Cultural and Translation Strategies
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2018
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vol. 10
137-155
EN
The research for this article was conducted to illustrate the relationship between social media use and its effect on studying. We found out that there is a relationship between social media use and its impact on teaching and studying, more precisely, that social media can be used with a collaborative purpose while working on a research project and it can strengthen the relationships between students and teachers as well. Over 75 students and 8 teachers completed a survey questionnaire consisting of more than 20 questions. The research shows that a significant relationship is most likely to develop between social media, collaborative research and teaching.
5
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DOES WEB 2.0-SUPPORTED PROJECT-BASED INSTRUCTION IMPROVE JORDANIAN EFL LEARNERS' SPEAKING PERFORMANCE?

63%
Bataineh R. F., Migdadi A. S., Al-Alawneh M. K.
Teaching English with Technology
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2020
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vol. 20
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issue 3
25-39
EN
This study examines the potential effectiveness of Web 2.0-supported project-based learning in Jordanian EFL eleventh-grade students’ speaking fluency and accuracy of grammar and vocabulary. The participants of the study were 43 female students who were purposefully selected from two schools at Al-Koura Directorate of Education (Jordan) in the first semester of the academic year 2018/2019. Using a quasi- experimental, pre-/post-test design, the participants were divided into the experimental group (n=21) who was instructed using computerized project-based instruction and the control group (n= 22) who was taught per the guidelines of the prescribed Teacher Book, Action Pack 11. Descriptive statistics and One-Way ANCOVA were used to analyze the students’ scores on the speaking pre-/post-tests. The results showed that the participants instructed through the computerized project-based treatment outperformed those who were conventionally instructed in both speaking fluency and accuracy of vocabulary and grammar. A number of pedagogical implications and recommendations are put forth.
6
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Wprowadzenie do obserwacji online: warianty i ograniczenia techniki badawczej

63%
Miller P.
Przegląd Socjologii Jakościowej
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2012
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vol. 8
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issue 1
76-97
EN
The paper presents some possibilities of using the observation technique in the virtual space of the Internet. It begins with some thoughts about the main changes of the Web and their consequences for its users as well as for the social researchers. Some main types of the qualitative online researches are also mentioned. Finally, the article focuses on the online observation – its possible types and di¬lemmas of using it in the research project.
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