Exploring Egyptian EFL Students’ Learning Styles and Satisfaction with Web-Based Materials

Aliweh, Ahmed Mahmoud

doi:10.11139/cj.29.1.81-99

Cited by 12 publications

(17 citation statements)

References 12 publications

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“…The level of using BL affected the level of development, which revealed that the level of satisfaction is a percentage of students' self-evaluation, which appeared to be similar to what Aliweh (2011) suggested that students' satisfaction is promoted if they found the contents to be easy to relate to. Also, it serves as a reminder about the benefits of BL for language learner, as Alastuey and Lopez-Perez (2014) pointed out to the linguistics benefits and language skills gains (Beauvois, 1998, as cited in Alastuey & Lopez-Perez, 2014) which assured the students' satisfaction in terms of interaction.…”

Section: Discussionsupporting

confidence: 56%

“…With respect to interaction, the results indicated significant impact of using Blackboard® on students' satisfaction in developing students' skills and language area (Bueno-Alastuey & Lopez-Perez, 2014). This specifically, was noticed on improving oral and written interaction, and developing listening skills, which means as Aliweh (2011) found that students' satisfaction might considerably improve if they can relate to the supplementary content.…”

Section: Discussionmentioning

confidence: 86%

“…Student satisfaction can be promoted if the students' performances becomes more efficient and if they are taught in a way to which they can easily relate. In contrast, if students are taught in a way that does not fulfill their interests and needs, their performances change, and attitudes might not be positive (Aliweh, 2011). The findings of Pena and Yeung (2010) assured that regardless of the competence of students in using technology, students tend to be more satisfied with the F2F learning mode.…”

Section: Literature Reviewmentioning

confidence: 95%

“…The questionnaire asked about the students' satisfaction with BL mode. It was built throughout building the theoretical framework and previous studies as well as previous surveys that were in the literature such as (Aliweh, 2011;Kobayashi & Little, 2011;Pena, & Yeung, 2010), and from the verification of advisors who reviewed the questionnaire in its first draft. It consisted of 28 statements that examined the degree of students' satisfaction in using LMS (Blackboard®) during the BL mode in terms of activity and collaborative work, richness of learning resource, interaction and ease of use.…”

Section: Research Instrumentsmentioning

confidence: 99%

See 3 more Smart Citations

The Effect of Blended Learning in Enhancing Female Students’ Satisfaction in the Saudi Context

lHassan¹,

Shukri²

2017

ELT

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The present study intended to investigate the effect of utilizing Learning Management System (LMS), Blackboard® on enhancing English as a Foreign Language (EFL) female students' satisfaction in the Saudi context. It is found that the effectiveness of utilizing the supplementary materials on Blackboard® is leading up to EFL students' satisfaction. Since, Blended Learning (BL) model could stimulate a classroom setting with activities that are carried out under flexible and engaging manner. The sample consisted of ninety-eight students from proficiency level -104. The data of the study was collected using a questionnaire to identify students' level of satisfaction. The results revealed that students' satisfaction was apparent as their positive responses outweighed their negative responses mainly in terms of richness of learning resources, opportunity to interact in foreign language, appropriateness and variety of content, and ease of using Blackboard®. Based on the results, the study recommends considering the positive assets and challenges to plan the future of both teaching and learning English language effectively. The study suggested several areas to be investigated in the future such as examining the motivational behavior of both the teachers and the students and finding out the factors that will affect the environment of BL in EFL.

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Section: Discussionsupporting

confidence: 56%

Section: Discussionmentioning

confidence: 86%

Section: Literature Reviewmentioning

confidence: 95%

Section: Research Instrumentsmentioning

confidence: 99%

See 2 more Smart Citations

The Effect of Blended Learning in Enhancing Female Students’ Satisfaction in the Saudi Context

lHassan¹,

Shukri²

2017

ELT

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“…I feel more confident in using book-based materials for my study. learning [1]. However, this positive impact is not always the case because in [10] study, students preferred to have paper-based materials in learning grammar.…”

Section: The Motivational Impacts On Using Book-based and Web-based Mmentioning

confidence: 96%

Students’ Views On The Use Of Book And Web-Based Materials For Their Elt Classes: A Study On Ict-Based Education In Indonesian Context

Isnawati¹

2017

KSS

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This study examined students' views on the use of web-based materials in ELT classes. It was triggered by the findings of some previous studies done in the developed countries showing that, in this digital era, teachers and students still have not abandoned traditional materials despite the growing interest in digital/web-based materials [2,10]. Therefore, this study tried to reveal students' attitude on their lecturers' use of technology for ELT in Indonesian context where, as one of developing countries, the technology is booming nowadays. The focuses of this study were the students' preference on the use of book-based and web-based materials, the motivational impacts of the use of book-based and web-based materials for the students, and the problems in using book-based and web-based materials. This study involved students of English Department at IAIN Tulungagung. They were given questionnaires on their lecturers' materials used in their ELT classes and some of them were then interviewed in details for their further responses. The findings of this study reported the students' real preference, advantages, and problems related to ELT materials which can be used as a reference for the lecturers or teachers in selecting the materials for their students in similar context.

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The interplay between learner autonomy and indirect written corrective feedback in EFL writing

Pham

2022

TESOL Journal

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This study investigated the relationship between learner autonomy (LA) and indirect written corrective feedback (IWCF) in an EFL writing classroom in Vietnam. Forty‐one intermediate EFL learners from a class of a foundation writing course volunteered to participate in the study. During the course, the teacher provided IWCF in response to the learners' errors and encouraged them to revise, edit, and correct those errors using a set of procedures. The study revealed that the learners with higher autonomy were more successful in correcting errors and in producing error‐free modified pieces of writing than those with lower autonomy. This indicated that there could be a considerable mediating effect of LA on the efficacy of IWCF. It was also found that there seemed to be positive changes in the awareness and learning practices of the learners towards a more autonomous learning at the end of the course. The study suggests that IWCF can be very effective in an autonomy‐supportive learning environment and that IWCF could help EFL learners to be more autonomous in language learning. Various implications are also discussed.

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Exploring Egyptian EFL Students’ Learning Styles and Satisfaction with Web-Based Materials

Cited by 12 publications

References 12 publications

The Effect of Blended Learning in Enhancing Female Students’ Satisfaction in the Saudi Context

The Effect of Blended Learning in Enhancing Female Students’ Satisfaction in the Saudi Context

Students’ Views On The Use Of Book And Web-Based Materials For Their Elt Classes: A Study On Ict-Based Education In Indonesian Context

The interplay between learner autonomy and indirect written corrective feedback in EFL writing

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