Integrating Technology into TESOL classrooms

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Sarah Ali
Mind Map by , created over 5 years ago

Mind Map on Integrating Technology into TESOL classrooms, created by Sarah Ali on 04/14/2014.

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Sarah Ali
Created by Sarah Ali over 5 years ago
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Integrating Technology into TESOL classrooms
1 ARTICLE 1: Effect of Technology on the motivation in EFL Classrooms
1.1 (CASE STUDY + QUESTIONAIRE)
1.2 The aim of the study was to adapt technology into classrooms to motivate EFL students in the language learning
1.3 STRENGTH & WEAKNESSES
1.3.1 • A vast amount of data including facts and figures. • The students were randomly chosen from Social Sciences and Natural Sciences • Both male and female • No face to face interview or observation • No evidence of different statistical tools
2 ARTICLE 2: A Study on the Usefulness of Audio-Visual Aids in EFL Classroom: Implications for Effective Instruction
2.1 (CASE STUDY + MIXED METHOD)
2.2 The aim was to find the use of audio/video as a resource alongside the required textbook for EFL undergraduate students in Aljouf University in Saudi Arabia; it also explores the student’s attitude towards the technological tools integrating with classroom
2.3 STRENGTH & WEAKNESSES
2.3.1 • Open ended and close ended questions • Students were given an explanation about the questions of the survey • Did not relate the effect of the use of visual aids in support of learning English language within other settings • No face to face interviews or observation with the students, only the principals and board of trustees
3 ARTCILE 3: Exploring Attitudes of Teachers and Students to the Integration of Technology in EFL Classrooms
3.1 (CASE STUDY + MIXED METHOD)
3.2 The article was conducted for high school teacher to find out the ‘teachers’ and students’ attitudes towards technology integration in the EFL classroom
3.3 STRENGTH & WEAKNESSES
3.3.1 • A vast amount of data • Survey and open ended questions • Face to face interviews and observations used • Only uses male subjects • Not many researches about the similar topic in the region for the research to be compared with • Only one technology high school • The numbers of the teachers interviewed and the number of students used were limited.

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