The Effect of a Connectivism -Based Program on Developing Secondary School Students' Communicative Writing Skills

Mohammedeen, Eman Abdelfattah; Shehata, Gamal Muhammad; Ali, Amer Bakeer

doi:10.21608/suijer.2023.283015

Cited by 3 publications

(3 citation statements)

References 9 publications

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“…This theory finds practical application through mobile phones, utilizing various apps such as social media, purposefully developed apps, and gamification. M-learning enables learners to connect with desired resources and content without being constrained by physical location (Mohammedeen et al, 2023). In summary, connectivism aligns closely with the features of m-learning.…”

Section: Connectivism: a New Paradigm For Digital Learningmentioning

confidence: 61%

“…The study revealed that connectivism positively influenced learner performance, particularly when learners engaged in collaborative exercises, leading to improvements in their writing abilities. Mohammedeen et al (2023) investigated the effect of connectivism on communicative writing through a quasi-experimental study involving 30 first-year university students in Egypt. The study assessed descriptive and narrative writing skills, employing pre-and post-performance tests for data analysis.…”

Section: Recent Research Work On Connectivismmentioning

confidence: 99%

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The impact of mobile learning in English language classrooms in Pakistan

Ali,

Alaa,

Shahnaz

2024

Asian. J. Second. Foreign. Lang. Educ.

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In the wake of the COVID-19 pandemic, a discernible shift towards mobile learning tools has emerged, supplanting conventional pedagogical methods. Mobile learning (m-learning) constitutes a subset of e-learning, involving the utilization of portable devices for educational purposes. This research undertakes an examination of the impact of m-learning within the context of Pakistani English language classrooms. The study's target population consisted of university students in Pakistan. Five universities in Lahore, Pakistan, were selected using a convenience sampling method. From these universities, a sample of 100 students, enrolled in the first semester of a Bachelor of Science English language learning preparatory year course, were selected based on a simple random sampling technique. Before the experimental phase, the students underwent a pre-test assessment. Subsequently, based on the results, they were evenly divided into a control group and an experimental group. It was ensured that both groups included students of mixed ability levels. The treatment duration spanned 4 months, equivalent to 48 credit hours. The experimental group engaged in learning activities through mobile phones, while the control group adhered to conventional instructional methods. Finally, upon completion of the treatment period, a post-test assessment was administered to the students. Data analysis revealed that the experimental group (Mean: 15.93) exhibited notably superior performance compared to the control group (Mean: 10.12). This outcome highlights the positive influence of m-learning on learners' academic achievements. Furthermore, this enhanced performance reflects learners' favorable reception of mobile phone utilization within the context of English as a second language academic learning.

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Section: Connectivism: a New Paradigm For Digital Learningmentioning

confidence: 61%

Section: Recent Research Work On Connectivismmentioning

confidence: 99%

The impact of mobile learning in English language classrooms in Pakistan

Ali,

Alaa,

Shahnaz

2024

Asian. J. Second. Foreign. Lang. Educ.

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“…Furthermore, the majority of teachers still adhere to the product-oriented approach, wherein they refrain from providing students with feedback until their written work is submitted for evaluation (Abd El-Aziz, 2023). Therefore, upon scrutinizing students' written performance, it becomes evident that they frequently make many grammatical, organizational, and lexical mistakes (Ibrahim, 2020;Mohamed et al, 2022;Mohammedeen et al, 2023;Saleh, 2022;Youssif, 2021).…”

Section: -Context Of the Studymentioning

confidence: 99%

Flipped classroom writing instruction: Investigating the moderating effect of EFL students’ resilience

Torky,

Ahmed

2024

CDELT Occasional Papers in the Development of English Education

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The study aimed at examining the impact of the interaction between a learner's resilience and two flipped classroom (FC) instructional models for teaching writing: the traditional flipped classroom (TFC) and the Explore Flip Apply (EFA) strategy. The two models differed in terms of the extent to which they included inquiry-based learning and risk-taking. The second technique included a phase of inquiry-based learning before the normal video-based instruction that characterizes flipped classroom teaching. The participants of the study comprised three EFL secondary school classes that were selected from an Egyptian secondary school for girls in Egypt. Three instruments were utilized in the study: a writing skills checklist, a writing pre-posttest and a resilience scale. The findings demonstrated that the adoption of the FC strategy resulted in increased levels of engagement among learners in class and improvement in their writing skills. Nevertheless, students identified as having low resilience showed minimal improvement in the EFA intervention with regards to their writing skills. Yet, their performance shown some degree of improvement in the TFC intervention. On the other hand, students who had higher levels of resilience did better than students with lower resilience levels in both treatments. It was concluded that the adoption of distinct FC models can help in targeting students of various resilience levels, using strategies that cater for their learning styles.

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Learning in Perspective of Connectivity: Learning Process, Principles and Learner Roles

TÜREGÜN ÇOBAN,

ÇEVİKER AY

2023

Düzce Üniversitesi Sosyal Bilimler Dergisi

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Gelişen teknoloji günlük hayatımıza her geçen gün daha fazla nüfuz etmektedir. Öğrenmenin formal ya da informal şekilde yaşam boyu devam etmesi ve teknolojiye kolay erişimle de yeni ortamlarda yeni şekillerde ve hatta kollektif şekillerde öğrenme yolları ortaya çıkmaktadır. Bu makale öğretim süreçlerini teknoloji destekli olarak yürütmek isteyen eğitimcilere bağlantıcılığı tanıtarak katkı sunmayı amaçlamaktadır. Derleme türündeki bu çalışmada, yurtdışı literatürde connectivism olarak adlandırılan bağlantıcılık bağlamında dinamik bilgi kavramı ve buna göre öğrenme süreci, ilkeleri ve öğrenen özellikleri yer almaktadır. Bağlantıcı öğrenmenin, gelişen teknolojiler ile internetin büyük bir öğrenme ortamına dönüşmesi sebebiyle ağlar üzerinde öğrenmeye dayalı kollektif bir yapısı vardır. Bağlantıcılık bilgiyi zengin, yapılandırılabilir ve anlık değişebilir yapıda görmektedir. Bilgi her an değişebilir. Bu durum öğrenmeyi bireylerin ağlar üzerinden bilgileri edindikleri ve başkalarıyla da paylaştıkları bir çeşit döngüye dönüştürür. Öğrenenler, bağlantıcı öğrenme ortamlarında aktif öğrenenlerdir, hem öğrenen hem de öğretici rollerinde olabilirler. Onlardan bilgi okuryazarlığı ve bağlantıcı öğrenmeye hazırbulunuşluk beklenmekte, özerk öğrenenler olmaları teşvik edilmektedir. Bu bağlamda öğretmenlere yöntem ve ortamlar ve öğretim tasarımının odağı konusunda öneriler getirilmektedir.

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The Effect of a Connectivism -Based Program on Developing Secondary School Students' Communicative Writing Skills

Cited by 3 publications

References 9 publications

The impact of mobile learning in English language classrooms in Pakistan

The impact of mobile learning in English language classrooms in Pakistan

Flipped classroom writing instruction: Investigating the moderating effect of EFL students’ resilience

Learning in Perspective of Connectivity: Learning Process, Principles and Learner Roles

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