Computer Assisted Language Learning / Applied Linguistics in Action Using an Interactive Whiteboard to Enhance Language Tteaching in Higher Education: A Libyan EFL Teacher's Perspective
| المصدر: | مجلة كلية اللغات |
|---|---|
| الناشر: | جامعة طرابلس - كلية اللغات |
| المؤلف الرئيسي: | Agill, Fathi Mohamed (Author) |
| المجلد/العدد: | ع13 |
| محكمة: | نعم |
| الدولة: |
ليبيا |
| التاريخ الميلادي: |
2016
|
| الشهر: | مارس |
| الصفحات: | 1 - 38 |
| رقم MD: | 894739 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | +AraBase |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Interactive Whiteboards (IWBs) | Language Teaching | (EFL) English as Foreign Language Teachers | Higher Education | Libya
|
| رابط المحتوى: |
عدد مرات التحميل
13
| المستخلص: |
Although considerable research related to the use and benefits of interactive whiteboards (IWBs) in teaching and learning is available (Smart Technologies Inc, 2006), there are few empirical studies that consider second language acquisition. Moreover, there is disagreement about the benefit of IWB use for language teaching. For example, Cutrim-Schmid (2008) discussed some of the benefits and problems of a multi media oriented approach in the IWB-based language classroom. However, Clay pole (2010) explained that the IWB is far from indispensable for language teaching, since it is entirely dependent for its success on other factors such as the software, the lesson content, and preparation and planning. Therefore, the purpose of this research was to understand the use of IWBs, their role and problems in English language teaching. Technology is a new initiative in Libyan education (Hamdy, 2007) and requires deep understanding from different perspectives. The data was gathered in two language centers at the two Libyan public Universities. It was conducted using an interruptive epistemology (Cohen, et al 2007) and grounded theory methodology (Denscombe, 2007). Qualitative research instruments were developed, namely classroom observations and semi-structured interviews with teachers. Emergent findings indicate that the use of IWBs is seen as an integral tool of lesson presentation, linguistic development and supports engagement in EFL teaching and learning. The teachers reported that it facilitates the use of authentic materials, saves time, and improves students’ outcomes despite identified technical problems. |
|---|
عناصر مشابهة
-
The Effectiveness of Using Computer - Assisted Language Learning on the Achievement of EFL Students in the Faculty of Education in Al-Madinah Al-Munawwarah
بواسطة: Al Amri, Hayat R. منشور: (2001) -
The Effect of Using an Interactive Whiteboard on Developing Fourth Year Al Azhar University Students' Reading Comprehension in English as a Foreign Language
بواسطة: Mursy, Hisham Mohammed منشور: (2018) -
Mobile Assisted Language Learning and Motivation : Can the Use of Mobile Devices Promote Students’ Motivation in EFL Classes
بواسطة: Saidouni, Khawla منشور: (2018) -
Bridging the Gap between ESL and EFL: Using Computer Assisted Language Learning as a Medium
بواسطة: Al-Sultan, Saad H. منشور: (2006) -
The Effect of Computer-Assisted Language Learning Morphology on Developing EFL Prospective Teachers' Writing Skills
بواسطة: El-Banna, Adel I. منشور: (2012)
