Web 2.0 Technology-Based Differentiated Instruction : Are EFL University Teachers Implementing it

المصدر:	دراسات في المناهج وطرق التدريس
الناشر:	جامعة عين شمس - كلية التربية - الجمعية المصرية للمناهج وطرق التدريس
المؤلف الرئيسي:	Sayed, Osama Hassanein (Author)
المجلد/العدد:	ع170
محكمة:	نعم
الدولة:	مصر
التاريخ الميلادي:	2011
الشهر:	مايو
الصفحات:	48 - 97
ISSN:	2535-213X
رقم MD:	680476
نوع المحتوى:	بحوث ومقالات
قواعد المعلومات:	EduSearch
مواضيع:	الجامعات \| هيئة التدريس \| الإنترنت \| تدريس اللغة الإنجليزية كلغة ثانية \| طرق التدريس
رابط المحتوى:	PDF (صورة) PDF (نص) HTML

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المستخلص:	The main objective of the present study was to explore EFL university teachers' frequency of use of web 2.0 technologies in differentiated instruction. The study used a mixed-methods design that integrates qualitative and quantitative data. Twenty-seven EFL teachers (14 males and 13 females), teaching at the Northern Borders University, Saudi Arabia, and twenty-nine (17 males and 12 females) teaching at Assiut University, Egypt, completed a 5-point Likert scale questionnaire. In addition, twenty-six EFL students from both universities and nine EFL teachers of the participants were interviewed to pinpoint how differentiated instruction actually takes place. Results revealed: 1) EFL university teachers' overall use of web 2.0 technologies in differentiated instruction is modest; however younger teachers' use of these technologies is significantly higher than that of their elders. 2) Egyptian EFL university teachers use web 2.0 technologies more often than their Saudi counterparts. Recommendations included conducting research identifying the real reasons behind teachers' refraining from using web 2.0 technologies in EFL teaching.
وصف العنصر:	النص باللغة الإنجليزية
ISSN:	2535-213X