المصدر: | مجلة الباحث |
---|---|
الناشر: | جامعة عمار ثليجي بالأغواط - كلية الآداب |
المؤلف الرئيسي: | Babou, Amina (Author) |
مؤلفين آخرين: | Abdelhay, Bakhta (Co-Author) |
المجلد/العدد: | مج10, ع4 |
محكمة: | نعم |
الدولة: |
الجزائر |
التاريخ الميلادي: |
2018
|
الصفحات: | 167 - 181 |
DOI: |
10.34118/1838-010-004-005 |
ISSN: |
1112-4881 |
رقم MD: | 1171177 |
نوع المحتوى: | بحوث ومقالات |
اللغة: | الإنجليزية |
قواعد المعلومات: | AraBase |
مواضيع: | |
كلمات المؤلف المفتاحية: |
Community of Practice | EFL Classroom | Gender | ICT
|
رابط المحتوى: |
الناشر لهذه المادة لم يسمح بإتاحتها. |
المستخلص: |
The objective of this scrutiny is to explore the extent to which the use of blogs in English as a foreign Language (EFL, henceforth) class plays a pivotal role in learning language information and skills. Its gist is to investigate how EFL students’ gender identities conflate with their use of ICT different tools with particular reference to blogs. To grapple with the full range of issues about the negotiation of meanings in the classroom, we have opted for a triangular methodological apparatus including observation, interviews and at the end questionnaires to check the reliability of results obtained from the two first methodological steps, namely observation and interviews. Prior to undertaking this investigation, we have gleaned that gender bias still flickers in and out the EFL classroom in the Algerian university. Some of the damaging stereotypes endorse the idea that solely females are superior EFL learners, and that technology is a masculine domain, in which males dominate the field of ICT pulling females away. |
---|---|
ISSN: |
1112-4881 |