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This study investigated the applicability of a Mix and Match Strategy for designing a hypertext in correcting errors in English classrooms based on analyzing the main concepts of Behaviorism, Cognitivism and Constructivism learning theories and selecting eclectically some design guidelines that best suit the nature of hypertexts and the characteristics of a target sample of EFL teachers. The effects of the hypertext produced according to the derived guidelines was then investigated to find out how far this hypertext could help EFL teachers develop their knowledge and skills relative to principles and techniques of correcting oral and written errors . The main contents of this study included a rationale for designing the proposed hypertext, a description of the main concepts and implications of the three learning theories and how they can be integrated and incorporated into a set of guidelines to the design process, and the procedures of investigating the effects of the hypertext on EFL teachers' knowledge and skills relative to principles and techniques of correcting oral and written errors. It was concluded that the suggested Mix and Match Strategy was applicable to design such a hypertext and that the hypertext itself was effective in developing the knowledge and skills of error correction of the target EFL teachers. The main recommendations of this study were that the Mix and Match Strategy for Instructional Design utilized in this study is to be applied when planning to produce similar instructional materials and that similar hypertexts should be made available to EFL teachers in several teaching and learning issues in which those teachers need to acquire knowledge and skills. Methodology courses in English departments of the Faculties of Education are to take into account innovative media for delivering instruction rather than the conventional methods being adopted and training EFL teachers in how to utilize them effectively for English language purposes. Finally, self-paced instructional materials should be made available to students in all areas, especially those who, for several reasons, can not keep up with their classmates or those who can’t attend scheduled long- durations training programs in regular classrooms.
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