Download or read book English Language Lecturers Perceptions Towards the Use of Flipped Classrooms for Teaching Oral Fluency in Saudi Universities written by Nwehedh Saeed A Al Nwehedh and published by . This book was released on 2021 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: English has become one of the most important languages in the world. It presents its speakers with countless study, work and life opportunities. The history of English language teaching and learning in the Kingdom of Saudi Arabia (KSA) dates back to the early 1900s, making English an official foreign language of the country. The aim of this research is to investigate Saudi university lecturers' perceptions on their uses of flipped classrooms for teaching oral fluency. Though flipped classrooms for English language teaching are now gaining popularity worldwide, the current literature on flipped classrooms for teaching oral fluency in KSA is still limited and there is thus a need for research to fill this literature gap. This research seeks answers to the research question of what English language university lecturers' perceptions are on the use of flipped classrooms for teaching oral fluency in Saudi universities. Based on the analyses of the data collected from the researcher's one-on-one semi-structured interviews with eight (8) university lecturers representing eight (8) different Saudi universities, the findings revealed that the three main perceived benefits of using flipped classrooms for oral fluency development, namely, promoting active learning in teaching oral fluency, increasing cooperation between the students themselves and their lecturers, and promoting their autonomous learning. However, participating lecturers also perceived three main challenges in implementing flipped classrooms, which are related to their large size classes, their students' limited access to computer and good quality internet connections, and students' lacks of commitment to language learning. Most of these findings are consistent with the existing international literature on the benefits and challenges of using flipped classrooms. The study recommends that lecturers should adapt the use of technology in their flipped classrooms to address the challenges while maximising the benefits of flipped classrooms for their students' more active, collaborative and autonomous learning towards oral fluency development. Despite the limited scope and methodology of this study, its findings make a significant contribution to second language teaching practices in Saudi universities, and to the existing literature on the use of flipped classrooms for teaching oral fluency. The need for further research on the use of flipped classrooms for teaching other English language skills in other different educational contexts inside and outside the KSA will help gain a deeper understanding of the practical implications of flipped classrooms use for oral fluency development and beyond.

Download or read book Critical CALL Proceedings of the 2015 EUROCALL Conference Padova Italy written by Francesca Helm and published by Research-publishing.net. This book was released on 2015-12-02 with total page 598 pages. Available in PDF, EPUB and Kindle. Book excerpt: The theme of the conference this year was Critical CALL, drawing inspiration from the work carried out in the broader field of Critical Applied Linguistics. The term ‘critical’ has many possible interpretations, and as Pennycook (2001) outlines, has many concerns. It was from these that we decided on the conference theme, in particular the notion that we should question the assumptions that lie at the basis of our praxis, ideas that have become ‘naturalized’ and are not called into question. Over 200 presentations were delivered in 68 different sessions, both in English and Italian, on topics related specifically to the theme and also more general CALL topics. 94 of these were submitted as extended papers and appear in this volume of proceedings.

Download or read book Using Social Media in Flipped Classrooms in Saudi Universities written by Majed Abdallah Alharthi and published by . This book was released on 2018 with total page 197 pages. Available in PDF, EPUB and Kindle. Book excerpt: Traditional education is no longer viable at the present time. In light of technological development and the adoption of a number of diverse technologies in the field of education, the student has become a vital element in learning through student-centered learning environments. Saudi universities are striving diligently to keep up with the technological development and the employment of modern trends in the educational process through the gradual merging of interactive learning methods or strategies, such as the flipped classroom, active learning, cooperative learning, etc. The flipped classroom plays an important role in enhancing the positive role of the learner during the educational process by providing the students with content before the lecture by the use of technology and exploiting class time in debates, problem-solving, creating, synthesizing, and applying. There are many various technology tools and online platforms that can be used in implementing the flipped classroom, such as Blackboard LMS, Google Docs, Wikis, blogs, Facebook, etc. Also, there are a number of advanced countries that have implemented flipped classrooms by the use of various technology tools and social platforms. For example, in Saudi Arabia, Al-Harbi & Alshumaimeri (2016) applied the flipped classroom approach by uploading videos on the Edmodo site. Therefore, this study focused on faculty members' experiences in using social media as a flipped classroom tool in Saudi Universities. The study addressed four main questions that focused on: faculty members' experiences in using social media in teaching in Saudi universities, faculty members' attitudes towards using social media in flipped classrooms, exploring how faculty members in Saudi universities use social media as a flipped classroom tool to address students' learning preferences per the R2D2 framework, and factors that prevent or limit Saudi faculty's social media uses in flipped classrooms.

Download or read book Investigating the Effectiveness of Blended Learning Approach and Perceptions of EFL Learners Listening Performance at the Saudi Electronic University written by Malak Ibraheem Al-Mansour ; supervisor Majid Al-Khataybeh and published by (Ph.D.)-Al-Imam Muhammad Ibn Saud Islamic University, 2019. This book was released on 2019-11-28 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract This study focuses on the use of the blended learning approach in the Saudi EFL context, investigating the advantages and disadvantages of its application in Saudi Electronic University, against a more conventional approach used at Imam Muhammad Ibn Saud Islamic University. This study also investigates perceptions of students concerning this particular approach. The opinions of instructors are also surveyed in order to identify the challenges and obstacles that they have found in employing it. The study also examines possible differences in performance by comparing five colleges where the approach has been used. For this purpose, 475 students and 12 instructors participated in this study who were studying or working in either SEU or Imam Muhammad Ibn Saud Islamic University during the first semester of the academic year 1439/1440 from Riyadh female campus. The findings indicated that the students’ results are better using the blended learning approach in their listening performance, also there is a statistically significant difference in the students’ satisfaction in the listening course between the conventional method which is used at Imam Muhammad Ibn Saud Islamic University and the blended learning approach at Saudi Electronic University in favor of blended learning approach at the SEU, and there is a strongly statistically significant difference in students’listening performance between colleges in favour of college of science and theoretical studies. Finally, the study suggests that further research should be conducted on the use BL in teaching other language skills such as, reading, speaking and writing. Key words: Blended learning, listening performance, Saudi Electronic University

Download or read book Teaching and learning in higher education The role of emotion and cognition written by Jian-Hong Ye and published by Frontiers Media SA. This book was released on 2023-07-24 with total page 428 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Roles of Social Media in Education Affective Behavioral and Cognitive Dimensions written by Hung Phu Bui and published by Frontiers Media SA. This book was released on 2023-10-24 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt: technologies, in education. A large body of research has attempted to measure the extent to which social media change human communication. In education, researchers and educators have employed social media to increase students’ engagement inside and outside the classroom. They have been exploring the effects of the use of social media on the learning outcome, and learners’ beliefs and experiences. However, some of their endeavors are inconclusive. As the effects of social media in education are context-sensitive, research results reflecting different contexts around the world will contribute to the literature on social media and education. Student engagement in learning, a growing interest in educational research, is widely believed to contribute to the success of learning. The contemporary literature shows that students can engage in learning affectively, behaviorally, and cognitively. Recent studies are also interested in using technology to mediate students’ social and metacognitive engagement in learning. As student engagement is a multidimensional area, interdisciplinary studies have recently expanded their literature. The use of social media to increase student engagement in learning remains underexplored.

Download or read book Disruptive Practice in Saudi EFL Student Teachers Learning to Teach Through Flipped Classroom and Rehearsal written by Mai Al-Fahid and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to lay the groundwork for a theoretical framework for disruptive practice in the context of Saudi English as a foreign language student teachers learning-to-teach experience. The participants of the study were given a professional development workshop, Flip Your EFL Classroom, which introduced student teachers to how they could implement the flipped classroom teaching approach during their teaching in practicum. Rehearsal training sessions as a pedagogy of teaching practice for student teachers were also provided on a weekly basis throughout the period of study. The main question of the study was: How do rehearsal sessions impact the Saudi English as a foreign language student teachers learning-to-teach journey through the implementation of the Flipped Classroom method? This was accompanied with the sub-questions: To what extent do rehearsal sessions help Saudi English as a foreign language student teachers develop their teaching skills? How does rehearsal-session feedback influence student teachers actual teaching in the classroom? How do Saudi English as a foreign language teacher educators utilize rehearsal sessions as a professional development tool? These questions were investigated through observation of both student teachers and teacher educators performance and interaction during rehearsal-based training sessions and their actual classroom teaching throughout the course of their practicum experience. At the end of practicum, I conducted interviews with the Saudi English as a foreign language student teachers and their teacher educators to explore their experiences with both the rehearsal pedagogy of practice and the flipped classroom teaching approach, and to what extent these contributed to disruption of their practice.The participants of my study were three groups of Saudi English as a foreign language female student teachers. Each group consisted of four student teachers, assigned to three different schools. In addition, there was a teacher educator for each group, including this researcher in one of the groups. Thus, the total was 12 English as a foreign language student teachers and 3 teacher educators. The practicum took place in three public high schools in the city of Riyadh, the capital of Saudi Arabia. In this study, I embrace Corbin and Strauss (2008) school of grounded theory research methodology and built my analytical process on their concept of analysis as a process which consists of five stages: description stage, analysis stage, theoretical sampling stage, integration stage, and theoretical saturation stage. Data analysis resulted in the development of the core category of the study: learning through practice. The storyline of the studys findings consists of five phases under each phase number of developed concepts and sub-concepts. The first phase gives a first glance at the field of Saudi student teachers learning-to-teach experience during practicum in connection with prior academic preparation in college. The main category raises a call for English as a foreign language preservice teachers professional development reform and carries with it the following concepts: the gap between student teachers academic preparation and the field, student teachers existing self-awareness, student teachers self-doubt concerning their own efficacy, and the generally misguided image of teaching. The second phase advances the findings and takes the analysis closer to the field with implementation of the studys interventions. I call it In the middle of wonderland! and include the following concepts: the distinction between actual teaching and rehearsal, micro-teaching vs. rehearsal, rehearsal as more complex than actual teaching, and, finally, out of the cooperating teachers shadow. The third phase explores the issue of practice and enactments and brings with it two conceptsthe third space and aha moments. The fourth phase, Meet me at the end of the day, sheds further light on the role of teacher educators while mentoring student teachers. It includes the two concepts of teaching delay and adoptive performance. The last phase addresses the flipped side of flipping, highlighting the impact of the flipped classroom approach on student teachers learning to teach through these two concepts: flipping student teachers learning-to-teach experience and developing student teachers agency, which carry with them the two sub-concepts of student teachers decision-making skills and student teachers autonomy.To conclude the study, I further expanded my data analysis to draw the developed theoretical framework of the study. I aimed to develop a middle range theory of practice in teacher education that is rooted in Ericssons (2002) notion of deliberate practice. I sought for a deeper understanding of practice and a shift to a practice that imparts the essence of learning to teach. I developed a pyramid for practice in learning to teach called the degrees of practice pyramid. It consists of three levels for practice from the bottom up: blind practice, approximations of practice, and deliberate practice. On this pyramid, higher levels of practice indicate greater levels of practice complexity.

Download or read book Visions and Concepts for Education 4 0 written by Michael E. Auer and published by Springer Nature. This book was released on 2021-02-05 with total page 572 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book contains papers in the fields of Interactive, Collaborative, and Blended Learning; Technology-Supported Learning; Education 4.0; Pedagogical and Psychological Issues. With growing calls for affordable and quality education worldwide, we are currently witnessing a significant transformation in the development of post-secondary education and pedagogical practices. Higher education is undergoing innovative transformations to respond to our urgent needs. The change is hastened by the global pandemic that is currently underway. The 9th International Conference on Interactive, Collaborative, and Blended Learning: Visions and Concepts for Education 4.0 was conducted in an online format at McMaster University, Canada, from 14th to 15th October 2020, to deliberate and share the innovations and strategies. This conference’s main objectives were to discuss guidelines and new concepts for engineering education in higher education institutions, including emerging technologies in learning; to debate new conference format in worldwide pandemic and post-pandemic conditions; and to discuss new technology-based tools and resources that drive the education in non-traditional ways such as Education 4.0. Since its beginning in 2007, this conference is devoted to new learning approaches with a focus on applications and experiences in the fields of interactive, collaborative, and blended learning and related new technologies. Currently, the ICBL conferences are forums to exchange recent trends, research findings, and disseminate practical experiences in collaborative and blended learning, and engineering pedagogy. The conference bridges the gap between ‘pure’ scientific research and the everyday work of educators. Interested readership includes policymakers, academics, educators, researchers in pedagogy and learning theory, school teachers, industry-centric educators, continuing education practitioners, etc.

Download or read book The Flipped Classroom written by Carl Reidsema and published by Springer. This book was released on 2017-02-27 with total page 317 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teaching and learning within higher education continues to evolve with innovative and new practices such as flipped teaching. This book contributes to the literature by developing a much deeper understanding of the complex phenomenon of flipped classroom approaches within higher education. It also serves as a practical guide to implementing flipped classroom teaching in academic practice across different higher educational institutions and disciplines. Part 1 of this book (Practice) describes the considerations involved in flipped classroom teaching, including the challenges faced in transforming teaching and learning within higher education. Further, it reviews the educational concepts on which the flipped classroom is based, including a selected history of similar innovations in the past. The final sections of Part 1 explore the tools needed for flipping, the design steps, assessment methods and the role of reflective practice within flipped teaching environments. “p>Part 2 of the book (Practices) provides a range of case studies from higher educational institutions in different countries and disciplines to demonstrate the many shapes and sizes of flipped classrooms. Many of the challenges, such as engaging students in their own learning and shifting them from spectators in the learning process to active participants, prove to be universal.

Download or read book Flipped Learning in Undergraduate English Departments in Indonesia written by Sigit P. Jati and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Flipped learning (FL) has been emerging as an alternative in education that aims to accommodate interactive activities and promote learning independence for students. This study explores the implementation of FL in university English departments in Indonesia by observing classroom interaction (CI) and investigating the students' learner autonomy (LA). It also seeks to capture perceptions of FL among stakeholders: the lecturers, heads of departments (HoDs), and students. The study employs a qualitative case study to capture the FL implementation process in five cases from four university English departments in the Indonesian provinces of West, Central, and East Java. Classroom observations, interviews with the lecturers and the HoDs, and focus group discussions (FGD) with the students were conducted to collect the data, which were then thematically analysed to answer the research questions. The study finds that all of the observed FL classes belonged to the two-phase model of FL: the pre-class phase, in which students prepared for the class using the materials and instructions shared by the lecturers, and the in-class phase, which involved interactive activities during the class such as discussions, role-plays, poster presentations, debates, and peer review. This in-class phase ended with the reflection phase led by the lecturers at the end of the sessions. During the observations, the interactivity during FL was observed. Students' initiated interaction and students' interaction time dominated the observed classes. The five lecturers mainly aimed to direct the classroom into interactive activities, ask questions to initiate interaction, and give information to assist students when they had difficulties. Confirming the observations, both lecturers and students agreed that the FL classes were interactive. From the interviews with the lecturers and focus group discussions with the students, FL accommodated the students' LA in all four dimensions: technical, psychological, political-philosophical, and socio-cultural. In the technical dimension, FL encouraged the students to learn independently, expand their learning, embolden their learning goals, reflect on their learning progress, and plan for their learning. In addition, the flipped classroom was appropriate for the existing learning facilities at their disposal. In the psychological dimension, students became motivated to prepare and participate in classroom activities, experienced positive emotions such as excitement, relaxation, inspiration, and comfort, and believed that their learning needs were accommodated during the class. In the political-philosophical dimension, the students enjoyed the flexibility of FL, could anticipate the classroom activities, and expand their learning independently. In the socio-cultural dimension, the students enjoyed the interactions and the peer learning involved and believed that FL was culturally appropriate and fitted the curriculum in lower education levels, which aimed to accommodate student-centred activities. Both lecturers and HoDs reported positive perceptions of FL. The lecturers showed clear comprehension of FL and aimed to provide a better learning experience for the students. Specifically, the lecturers aimed to improve the students' understanding, facilitate more practice and feedback, exemplify emerging teaching practice, and help less privileged students with materials. The lecturers complained about the additional work and commitment in implementing FL, IT problems, selecting suitable materials, and students' unpreparedness. The HoDs believed that FL was suitable for the students considering increased levels of device usage. They expressed support for innovations in English language teaching (ELT) such as eLearning platforms and institutional policy. They also noted improvements required for FL, including eLearning, internet and electricity infrastructure. Students reported that FL helped them be more prepared and willing to participate in classroom activities, leading to a better learning experience. The lecturers were available to assist, the class became interactive and engaging, and they reported positive impressions of teaching professionalism and expertise. Regarding challenges, they complained about time limitations, study load, language problems, IT-related issues, distractions and classroom management issues. Some students identified a need for more materials, individual exercises, feedback from the lecturers, more time to prepare, and more organised interactions. This research provides insight into FL implementation. Specifically, this research points out how FL improves students' learning experiences, CI, and LA. The study also elaborates on FL's prevalence in Indonesian higher education institutions. Finally, this thesis calls for further research regarding FL in less-resourced areas; CI analysis with students to allow for deeper analysis of student interaction; LA research involving students' notes, diaries, and other student-generated documents to understand better the students' views on LA; an exploration of what students have learnt in the FL context, research that would compare FL in two phases with FL in three phases, and, lastly, FL post the COVID-19 pandemic.

Download or read book Investigating Saudi English Language Teachers Use and Perceptions of the Interactive Whiteboard for Teaching Vocabulary in English as a Foreign Language in Saudi Primary Schools written by Mohammed A. Alshaikhi and published by . This book was released on 2019 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Understanding the Faculty Perceptions and Challenges of Flipped Classrooms in an Urban University written by Tuhin S. Dey and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Background: Flipped classrooms are increasingly becoming popular as a pedagogical method to improve student engagement, critical thinking skills, learning outcomes and success. However, current literature on flipped classrooms provides limited insight on instructors’ motivations, perceptions, and challenges, especially in the context of higher education. Purpose: The purpose of this qualitative study was to understand the instructors’ motivations to adopt the flipped classroom method and the challenges and issues that instructors faced when they taught in a flipped format at a south central urban public university. More specifically, this study noted the best strategies and technologies for implementation of flipped classrooms. Methods: This study used a semi-structured interview method outlined by Phil Carspecken for critical qualitative research. Six faculty instructors who previously taught using a flipped class method were interviewed. The data were analyzed using reconstructive, more specifically high and low level coding to draw out the themes. Peer-debriefing was used to increase trustworthiness of analysis. Results: The findings of this study revealed several interconnected themes related to the research questions: (1) the need for creating student-centered, active learning pedagogy, (2) lack of clear understanding of the “flipped” format on the part of the students, (3) the changing nature of student responsibilities and the instructor’s role in a flipped class setting, (4) the strategies for accommodating the diversity of the students’ knowledge bases, and creating engagement and assessment tools, (5) importance of creating proper communication strategies and dealing with unpredictable technology issues. Conclusion: The findings can potentially serve as a guide for other instructors who want to adopt flipped classroom method to improve their students’ learning outcome.

Download or read book Research Methods in Second Language Acquisition written by Alison Mackey and published by John Wiley & Sons. This book was released on 2011-12-12 with total page 338 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research Methods in Second Language Acquisition “With its cornucopia of information, both thorough and practical, this book is a must for our methodology shelves. Its study questions and project suggestions will be a boon for many research methods courses.” Robert M. DeKeysevr, University of Maryland “This guide to collecting, coding and analyzing second language acquisition data will be an essential reference for novice and experienced researchers alike.” Peter Robinson, Aoyama Gakuin University “Comprehensive and technically up-to-date, yet accessible and cogent! This remarkable textbook is sure to become a premier choice for the research training of many future SLA generations.” Lourdes Ortega, University of Hawaii “Alison Mackey and Susan Gass’ valuable new book offers hands-on methodological guidance from established experts on all kinds of second language research.” Michael H. Long, University of Maryland Research Methods in Second Language Acquisition: A Practical Guide is an informative guide to research design and methodology in this growing and vibrant field. Utilizing research methods and tools from varied fields of study including education, linguistics, psychology, and sociology, this collection offers complete coverage of the techniques of second language acquisition research. This guide covers a variety of topics, such as second language writing and reading, meta-analyses, research replication, qualitative data collection and analysis, and more. Each chapter of this volume offers background, step-by-step guidance, and relevant studies to create comprehensive coverage of each method. This carefully selected and edited volume will be a useful text for graduate students and scholars looking to keep pace with the latest research projects and methodologies in second language acquisition.

Download or read book Perceptions and Attitudes of Saudi ESL and EFL Students Toward Native and Nonnative English speaking Teachers written by Adel Hassan Al-Omrani and published by . This book was released on 2008 with total page 536 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Task Based Language Teaching written by David Nunan and published by Cambridge University Press. This book was released on 2004-12-09 with total page 17 pages. Available in PDF, EPUB and Kindle. Book excerpt: "A comprehensively revised edition of Designing tasks for the communicative classroom"--Cover.

Download or read book EFL Teachers Perceptions of the Use and Implementation of Computr Assisted Language Learning CALL written by Uzair Ahmad and published by . This book was released on 2016 with total page 111 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract - if sent.

Download or read book Saudi Arabian High School Teachers Understanding and Implementation of Flipped Learning written by Saeed M. Alzahrani and published by . This book was released on 2019 with total page 179 pages. Available in PDF, EPUB and Kindle. Book excerpt: Saudi Arabia has prioritized providing its students and educators with new technology and effective learning methods. Technology use in and out of the classroom has increased over the past 20 years. In both K-12 and collegiate education, classrooms around the world have begun to adopt methods of blended learning such as flipped learning. In this context, flipped learning has been proposed as a blended learning method with the ability to better engage and motivate students, increase academic achievement, and allow students to reach higher levels of learning. Many studies have focused on how flipped learning has been implemented in classrooms in the United States and the United Kingdom. Despite the Saudi government's promotion of blended learning techniques like flipped learning, few data exist as to whether Saudi educators are implementing them. In order to address this gap in knowledge, this mixed methods study investigates Saudi Arabian high school educators' understanding and implementation of flipped learning. In the first, quantitative phase of the study, questionnaires were distributed to a purposive sample of Saudi high school teachers. The questionnaire asked teacher participants general questions about themselves and flipped classroom methods. The second, qualitative two phases employed semi-structure interviews to gain further insight into teachers' methodology and implementation of flipped learning. The semi-structured interviews were qualitative in nature and consisted of open-ended questions. The study's findings indicate that flipped learning is not being adequately taught to teachers in Saudi Arabia. Not only do most teachers not know about flipped learning or the flipped learning pillars, but there is also a low rate of implementation. Teachers who are implementing flipped learning in Saudi Arabia are not receiving the funding, technological services, materials, or educational resources they need. It is recommended that schools consider providing teachers with the support they need to implement the flipped learning method. Pre-service teaching programs, professional development programs, and self-study methods that promote understanding of flipped learning should be revised, formatted, and made readily available to teachers.