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|Title:||The use of the smartphone in an English language remedial class in an EFL context : an exploration of the methodology||Authors:||Aly, Salma El||Advisors:||Nicolas, Maureen O'Day||Subjects:||Smartphones
Mobile communication systems in education
Language and languages--Technological innovations--Case studies
This research investigates the use of smartphones in an English language remedial level at the University of Balamand. The research explores the ways teachers implemented the smartphone in ENGL 101, then it offers insight into the perceptions and attitudes of both teachers and students regarding the use of the smartphone as an educational tool in general, and in ENGL 101 in particular. The study also identifies the benefits and challenges that can result from smartphone implementation in an EFL context. Data from class observations, student questionnaires, and interviews with some ENGL101 teachers were the methods used to collect data. The observation of two ENGL 101 classes extended over the eight weeks dedicated to the Photography module of the ENGL101 syllabus. The observation protocol was used to observe the students formal and informal uses of the smartphone. At the end of the module, questionnaires were distributed to a larger sample of ENGL101 students to examine their perceptions of the use of smartphone in their everyday lives and in ENGL 101. Interviews were then conducted with three teachers to explore their views regarding the experience of smartphone implementation in class and to understand their perceptions of the efficacy of its use. The findings generated from the three data sets revealed that the use of the smartphone in class has positive effects on students overall educational achievement as well as their engagement in the process of English language learning. Findings also reveal that an effective implementation of the smartphone in educational contexts relies largely on the teachers expertise in the academic potential and uses of the tool being implemented - the smartphone.
Includes bibliographical references (p. 103-114).
Supervised by Dr. Maureen Nicolas.
|URI:||https://scholarhub.balamand.edu.lb/handle/uob/4358||Rights:||This object is protected by copyright, and is made available here for research and educational purposes. Permission to reuse, publish, or reproduce the object beyond the personal and educational use exceptions must be obtained from the copyright holder||Ezproxy URL:||Link to full text||Type:||Thesis|
|Appears in Collections:||UOB Theses and Projects|
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checked on Oct 21, 2021
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