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The Effectiveness of a Blended Learning Program on Developing Palestinian Tenth Graders' English Writing Skills
Awad Soliman Keshta,
Ismail Ibrahim Harb
Issue:
Volume 2, Issue 6, November 2013
Pages:
208-221
Received:
23 August 2013
Published:
20 October 2013
Abstract: This study aimed at investigating the effectiveness of using a blended learning program on developing Palestinian tenth graders’ English writing skills. To achieve the study aims, the researchers designed a writing achievement test consisting of (40) items. The sample study consisted of (40) students from Shohadaa' Rafah Basic School in Rafah Directorate of Education 2012-2013. The blended learning program was used in teaching the experimental group (20) students, while the traditional method was used with the control one (20) students in the second term of the school year (2012-2013). The experiment lasted for eight weeks. The study findings revealed that there were significant differences at (α ≤0.05) in the mean scores of the test in favor of the experimental group. The findings also pointed out that there were statistically significant differences at (α ≤0.05) in the participants' achievement level before and after implementing the blended program in favor of the post-application. This was attributed to the blended learning program in teaching writing. In the light of the study results, the researcher recommended that education stakeholders should adopt the blend in teaching English, hold educational courses and workshops for teachers in employing blended learning to enrich the teaching learning process, create effective learning environment that enhances self- learning and develops students' achievement level.
Abstract: This study aimed at investigating the effectiveness of using a blended learning program on developing Palestinian tenth graders’ English writing skills. To achieve the study aims, the researchers designed a writing achievement test consisting of (40) items. The sample study consisted of (40) students from Shohadaa' Rafah Basic School in Rafah Direc...
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Considering Future Directions for the Specialized Evaluation of Educational Programs for Science Teachers
Issue:
Volume 2, Issue 6, November 2013
Pages:
222-230
Received:
3 September 2013
Published:
20 October 2013
Abstract: Science teachers are required to demonstrate and teach scientific methods and experimental skills to students in the classroom, laboratory, and other educational settings. The use of hands-on in science teaching represents an overlap with the skill set of engineers. Although evaluation of university-level educational programs in general teaching (i.e., degree programs that qualify graduates to teach in schools) has been discussed previously, training programs for science teachers—whose required skills resemble those of engineers in some respects, and differ from those of teachers in other fields—need to be considered specifically. This paper discusses criteria for evaluating educational programs for science teachers, based on the learning achievements and professional competencies that should ideally characterize graduate science teachers.
Abstract: Science teachers are required to demonstrate and teach scientific methods and experimental skills to students in the classroom, laboratory, and other educational settings. The use of hands-on in science teaching represents an overlap with the skill set of engineers. Although evaluation of university-level educational programs in general teaching (i...
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Environmental Education Outside School: Effects of a Half-Day Teaching Programme
Jürgen Drissner,
Marie-Luise Steigmüller,
Katrin Hille
Issue:
Volume 2, Issue 6, November 2013
Pages:
231-235
Received:
6 September 2013
Published:
20 October 2013
Abstract: The “Green Classroom” in the Botanical Garden of the University of Ulm is a learning forum outdoor school that is used by about 2,500 school students annually. Its educational concept is based on experiential learning and is geared towards expanding students’ biological knowledge and awareness of small animals such as invertebrates and insects. In the first study, 66 students (grade 4) were asked to draw a picture of a pond as a habitat. 33 of these students had previously visited the “Green Classroom” (intervention group). Students of the intervention group drew more of the smaller types of animals in their pictures and furthermore a bigger variety of species of animals and plants than the control group. In the second study, the same students (66, grade 4) were given a list of animal species, and were asked to tick those which are typical to a pond. Students who had visited the “Green Classroom” ticked more animals off correctly than their peers in the control group.
Abstract: The “Green Classroom” in the Botanical Garden of the University of Ulm is a learning forum outdoor school that is used by about 2,500 school students annually. Its educational concept is based on experiential learning and is geared towards expanding students’ biological knowledge and awareness of small animals such as invertebrates and insects. In ...
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The Effect of Negotiation on Second Language Acquisition
Issue:
Volume 2, Issue 6, November 2013
Pages:
236-241
Received:
14 October 2013
Published:
10 November 2013
Abstract: second language acquisition is a difficult process. Negotiation is one way to improve L2 acquisition. Conversation, game and using picture during negotiation process are useful. In this study, attempt to provide some material to induce how negotiation influences on L2 acquisition. Then, a questionnaire is used to ask learners about the process of L2 acquisition. A pre -test is administered to measure the student’s language proficiency. Students are divided into control and experimental group .Then different practices were given to the experimental group and at least a post-test is administrateredto measure students’ progress. Conclusion shows the students learned English during practices. A t- test is used to calculate differences between post-test and pre-test. It is recommended to use this method in elementary levels.
Abstract: second language acquisition is a difficult process. Negotiation is one way to improve L2 acquisition. Conversation, game and using picture during negotiation process are useful. In this study, attempt to provide some material to induce how negotiation influences on L2 acquisition. Then, a questionnaire is used to ask learners about the process of L...
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A Qualitative Analysis of EFL Learners’ Task-Generated Discourse
Hazleena Baharun,
Abd. Razak Zakari
Issue:
Volume 2, Issue 6, November 2013
Pages:
242-248
Received:
24 October 2013
Published:
30 November 2013
Abstract: This study examined oral discourse generated by learners of English as a foreign language (EFL) using two different communication task types i.e. jigsaw and decision-making. It investigated how the learners approached and processed the tasks and how they interacted during task completion. The data for the study comprised transcribed recordings of learner interactions working on given tasks. They were qualitatively analysed focusing on the cognitive and social processing. Findings showed that both task types promoted episodes of negotiated interaction when the participants attempted task completion. However, close examination showed that the participants engaged in more intensive negotiations which were exploratory in nature and highly collaborative during decision-making task completion than during task completion of the jigsaw task type. The results suggest that different task types elicited different kinds of interaction from the learners and how the participants approached and processed the tasks shaped the kind of learner interactions they generated.
Abstract: This study examined oral discourse generated by learners of English as a foreign language (EFL) using two different communication task types i.e. jigsaw and decision-making. It investigated how the learners approached and processed the tasks and how they interacted during task completion. The data for the study comprised transcribed recordings of l...
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Strategies of Professional Development for EFL and Technology Teachers
Mohamed Soliman Abou Shoqair,
Sumer Salman Abou Shaaban
Issue:
Volume 2, Issue 6, November 2013
Pages:
249-255
Received:
13 November 2013
Published:
20 December 2013
Abstract: This research aims at showing the most common strategies of professional development for EFL and technology teachers and revealing if the specialty, gender and academic levels affect adaptation of these strategies. The descriptive analytical method was followed in this research. A questionnaire including a list of (20) strategies of professional development was prepared. All EFL and technology teachers in the Gaza Strip governmental schools completed the questionnaire which consisted of (675) teachers. Frequencies, means, standard deviation, percentage, T- test and One Way ANOVA were used to analyse the data statistically. The results revealed that: Conducting action research continually, using social networks (Twitter, Facebook, and others) in exchanging viewpoints and experiences, and participating in educational e-forums were the most common strategies because they recorded high percentages of teachers' responses.
Abstract: This research aims at showing the most common strategies of professional development for EFL and technology teachers and revealing if the specialty, gender and academic levels affect adaptation of these strategies. The descriptive analytical method was followed in this research. A questionnaire including a list of (20) strategies of professional de...
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Model Data Fit Comparison between DINA and G-DINA in Cognitive Diagnostic Models
T. Oguz Basokcu,
Tuncay Ogretmen,
Hulya Kelecioglu
Issue:
Volume 2, Issue 6, November 2013
Pages:
256-262
Received:
3 December 2013
Published:
20 December 2013
Abstract: In this study, item and model data fit indices, calculated by DINA and G-DINA Models using the same sample and Q matrix, are analyzed. Fit indices for these two models from Cognitive Diagnostic Models are analyzed using 2LL, AIC and BIC statistics. Item fit indices are analyzed using residual correlations and probabilities. Analysis results showed G-DINA model had better fit results than DINA model. DINA model could give rather better results to estimate student profile in tests where higher level and progressive behaviors are used together. On the other hand, G-DINA model weights required attributes for an item when estimating student profile. Therefore in items requiring more than one attributes, contributions of attributes to probability that a student answers the item correctly are not equal. This provides an important advantage to testers to evaluate multiple choice items in assessing complex and prerequisite forming patterns.
Abstract: In this study, item and model data fit indices, calculated by DINA and G-DINA Models using the same sample and Q matrix, are analyzed. Fit indices for these two models from Cognitive Diagnostic Models are analyzed using 2LL, AIC and BIC statistics. Item fit indices are analyzed using residual correlations and probabilities. Analysis results showed...
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