Titre :	The impact of computer-assisted language learning on materials design.
Type de document :	texte imprimé
Auteurs :	Nadjat Khenioui, Auteur ; Riad Belouahem, Directeur de thèse
Editeur :	جامعة الإخوة منتوري قسنطينة
Année de publication :	2020
Importance :	349 f.
Format :	30 cm.
Note générale :	1 copies imprimées disponibles
Langues :	Anglais (eng)
Catégories :	Français - Anglais Langue Anglaise
Tags :	English Language: Applied Linguistics and Language Teaching  l'apprentissage en lignes  web 2.0  développement des outils pédagogiques  Anglais fonctionel  EST  CALL  Materials Design  ubiquitous knowledge building  Ubiquitous Learning Experience  English for Science and Technology (EST)  التعليم عن البعد  تطوير مواد التدريس  لغة انجليزيةللعلوم التكنولوجيا
Index. décimale :	420 Anglais et vieil anglais (anglo-saxon) : indice de base 42
Résumé :	Framed in exploratory action research, this study investigates the impact of computer-assisted language learning (CALL) on teaching/learning materials designed by teachers and learners in a resource-scant context such as English for Science and Technology (EST). It reports on a collaborative CALL materials development project carried out at an initial engineering program in Algiers, which aims to develop teachers’ critical knowledge of CALL materials design and students’ 21st-century skills. On exploring the issue, it was found that teachers’ basic digital literacy skills- finding, evaluating, using resources- combined with their positive perceptions of CALL materials utility, ease of use, and positive social impact, are promising signs of future CALL integration. The students, on the other hand, seize beefy skills in finding, sharing and creating digital content that may assist them in their learning pursuit, if offered proper pedagogical modelling. These conclusions were reached via a combination of quantitative and qualitative research tools as we employed questionnaires, interviews, and internet-use logs. In light of these findings, a practicum project is carried out, within the theoretical rationale, with collaborative action, coordinated via focus group discussions, of the English language teaching staff and second-year students to develop a digital support system to the EST course. To understand the effects of this experience on the participants, data were collected via reflection logs. Findings show that collaborative action through reflective practice, digital literacy strengths with interdisciplinary and technical assistance improve teacher agency and autonomy in selecting, designing, and developing their CALL teaching materials. The findings also reveal that experiential learning provided to students helps them perform better in their EST classes, achieve an enhancement in the various attributes that constitute 21st- century skills and overcome the impediments of traditional methods. To this end, all the participants engaged in motivational synergy triggered by a change in teaching/learning practices given the contributory nature of the intervention. Henceforth, contributing and action learning are recommended as a sound enterprise that conjoins the best of technology and pedagogy and combines professional growth and life-long learning.
Note de contenu :	Appendices.
Diplôme :	Doctorat en sciences
En ligne :	../theses/anglais/KHE1600.pdf
Format de la ressource électronique :	pdf
Permalink :	https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=11710

The impact of computer-assisted language learning on materials design. [texte imprimé] / Nadjat Khenioui, Auteur ; Riad Belouahem, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2020 . - 349 f. ; 30 cm.
1 copies imprimées disponibles

Langues : Anglais (eng)

Catégories :	Français - Anglais Langue Anglaise
Tags :	English Language: Applied Linguistics and Language Teaching  l'apprentissage en lignes  web 2.0  développement des outils pédagogiques  Anglais fonctionel  EST  CALL  Materials Design  ubiquitous knowledge building  Ubiquitous Learning Experience  English for Science and Technology (EST)  التعليم عن البعد  تطوير مواد التدريس  لغة انجليزيةللعلوم التكنولوجيا
Index. décimale :	420 Anglais et vieil anglais (anglo-saxon) : indice de base 42
Résumé :	Framed in exploratory action research, this study investigates the impact of computer-assisted language learning (CALL) on teaching/learning materials designed by teachers and learners in a resource-scant context such as English for Science and Technology (EST). It reports on a collaborative CALL materials development project carried out at an initial engineering program in Algiers, which aims to develop teachers’ critical knowledge of CALL materials design and students’ 21st-century skills. On exploring the issue, it was found that teachers’ basic digital literacy skills- finding, evaluating, using resources- combined with their positive perceptions of CALL materials utility, ease of use, and positive social impact, are promising signs of future CALL integration. The students, on the other hand, seize beefy skills in finding, sharing and creating digital content that may assist them in their learning pursuit, if offered proper pedagogical modelling. These conclusions were reached via a combination of quantitative and qualitative research tools as we employed questionnaires, interviews, and internet-use logs. In light of these findings, a practicum project is carried out, within the theoretical rationale, with collaborative action, coordinated via focus group discussions, of the English language teaching staff and second-year students to develop a digital support system to the EST course. To understand the effects of this experience on the participants, data were collected via reflection logs. Findings show that collaborative action through reflective practice, digital literacy strengths with interdisciplinary and technical assistance improve teacher agency and autonomy in selecting, designing, and developing their CALL teaching materials. The findings also reveal that experiential learning provided to students helps them perform better in their EST classes, achieve an enhancement in the various attributes that constitute 21st- century skills and overcome the impediments of traditional methods. To this end, all the participants engaged in motivational synergy triggered by a change in teaching/learning practices given the contributory nature of the intervention. Henceforth, contributing and action learning are recommended as a sound enterprise that conjoins the best of technology and pedagogy and combines professional growth and life-long learning.
Note de contenu :	Appendices.
Diplôme :	Doctorat en sciences
En ligne :	../theses/anglais/KHE1600.pdf
Format de la ressource électronique :	pdf
Permalink :	https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=11710