Probing the Effect of Information and Communication Technology: Aided Collaborative Learning on English as a Foreign Language Students: Historical Literacy
| المصدر: | مجلة دفاتر المخبر |
|---|---|
| الناشر: | جامعة محمد خيضر بسكرة - كلية العلوم الإنسانية والاجتماعية - مخبر المسألة التربوية في ظل التحديات الراهنة |
| المؤلف الرئيسي: | Baghdadi, Assia (Author) |
| مؤلفين آخرين: | Cheriet, Imane (Co-Author) , Ladjini, Messaouda (Co-Author) |
| المجلد/العدد: | مج17, ع1 |
| محكمة: | نعم |
| الدولة: |
الجزائر |
| التاريخ الميلادي: |
2022
|
| الصفحات: | 448 - 469 |
| DOI: |
10.37136/1995-017-001-027 |
| ISSN: |
2676-2099 |
| رقم MD: | 1278301 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Collaborative Learning | Ict-Assisted Learning | Efl Classroom | Civilization/History | Higher Education
|
| رابط المحتوى: |
عدد مرات التحميل
23
| المستخلص: |
The effectiveness of ICT in education is determined not just by the technology's features and functions, but also by the pedagogical method applied. In this regard, the current study aims to demonstrate the impact of ICT-aided collaborative learning as a teaching strategy on EFL students’ American civilization/history literacy in higher education. A one- group quasi-experimental design was conducted with a sample of (30) third-year undergraduate students at the department of English at M’sila University, Algeria. To investigate the impact of this method on the students' performance in civilization, they received a pre and post-test based on Bloom's taxonomy targeting three levels: knowledge, comprehension, and analysis. The findings of the study revealed a positive impact of the ICT-aided collaborative learning method on students' civilization knowledge and comprehension, but no effect on their level of analysis and evaluation. Finally, to ensure the effectiveness of supporting ICTs with collaborative learning in teaching civilization/history a variety of well-designed tasks is recommended to target different cognitive processes. |
|---|---|
| ISSN: |
2676-2099 |
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