This research study will explore the use of ICT as a tool for CL aims at teaching EFL and simultaneously prove the impacts of using ICT as a tool for CL to improve EFL teaching and learning in State universities in Kurdistan. Besides, finding out the barriers of using ICT with the use of CL in teaching EFL and what strategies the university teachers implement to eliminate the barriers of using ICT with the use of CL in teaching EFL. With the wish to improve the level of EFL teaching performances, students' language learning performances through bringing teachers-students and students-students together to work interactively and collaboratively, which in turn promotes the reform and development of the EFL teaching and learning process. So, based on the research purposes, this study aims to answer the following questions:
1. What are the impacts of using ICT as a tool for CL to improve EFL teaching?
2. What are the impacts of using ICT as a tool for CL to improve EFL learning?
3. What are the barriers of using ICT with CL in teaching EFL?
4. How can we eliminate the barriers of using ICT with CL in teaching EFL?
The participants are the EFL University teachers of the English Language department in Kurdistan-Iraq. The reasons behind choosing the English Language Department are, it dedicates to provide well-designed program-based language learning, and the English language can be acquired naturally there since teachers provide themed activities with practicing various subject disciplines.
Anotace v angličtině
This research study will explore the use of ICT as a tool for CL aims at teaching EFL and simultaneously prove the impacts of using ICT as a tool for CL to improve EFL teaching and learning in State universities in Kurdistan. Besides, finding out the barriers of using ICT with the use of CL in teaching EFL and what strategies the university teachers implement to eliminate the barriers of using ICT with the use of CL in teaching EFL. With the wish to improve the level of EFL teaching performances, students' language learning performances through bringing teachers-students and students-students together to work interactively and collaboratively, which in turn promotes the reform and development of the EFL teaching and learning process. So, based on the research purposes, this study aims to answer the following questions:
1. What are the impacts of using ICT as a tool for CL to improve EFL teaching?
2. What are the impacts of using ICT as a tool for CL to improve EFL learning?
3. What are the barriers of using ICT with CL in teaching EFL?
4. How can we eliminate the barriers of using ICT with CL in teaching EFL?
The participants are the EFL University teachers of the English Language department in Kurdistan-Iraq. The reasons behind choosing the English Language Department are, it dedicates to provide well-designed program-based language learning, and the English language can be acquired naturally there since teachers provide themed activities with practicing various subject disciplines.
Klíčová slova
Key words: information and communication technology (ICT), online collaborative learning (OCL), ICT integration into CL in teaching EFL. and teaching and learning English as foreign language (EFL), EFL university teacher, ICT and CL.
Klíčová slova v angličtině
Key words: information and communication technology (ICT), online collaborative learning (OCL), ICT integration into CL in teaching EFL. and teaching and learning English as foreign language (EFL), EFL university teacher, ICT and CL.
Rozsah průvodní práce
298 p. (98092 characters)
Jazyk
AN
Anotace
This research study will explore the use of ICT as a tool for CL aims at teaching EFL and simultaneously prove the impacts of using ICT as a tool for CL to improve EFL teaching and learning in State universities in Kurdistan. Besides, finding out the barriers of using ICT with the use of CL in teaching EFL and what strategies the university teachers implement to eliminate the barriers of using ICT with the use of CL in teaching EFL. With the wish to improve the level of EFL teaching performances, students' language learning performances through bringing teachers-students and students-students together to work interactively and collaboratively, which in turn promotes the reform and development of the EFL teaching and learning process. So, based on the research purposes, this study aims to answer the following questions:
1. What are the impacts of using ICT as a tool for CL to improve EFL teaching?
2. What are the impacts of using ICT as a tool for CL to improve EFL learning?
3. What are the barriers of using ICT with CL in teaching EFL?
4. How can we eliminate the barriers of using ICT with CL in teaching EFL?
The participants are the EFL University teachers of the English Language department in Kurdistan-Iraq. The reasons behind choosing the English Language Department are, it dedicates to provide well-designed program-based language learning, and the English language can be acquired naturally there since teachers provide themed activities with practicing various subject disciplines.
Anotace v angličtině
This research study will explore the use of ICT as a tool for CL aims at teaching EFL and simultaneously prove the impacts of using ICT as a tool for CL to improve EFL teaching and learning in State universities in Kurdistan. Besides, finding out the barriers of using ICT with the use of CL in teaching EFL and what strategies the university teachers implement to eliminate the barriers of using ICT with the use of CL in teaching EFL. With the wish to improve the level of EFL teaching performances, students' language learning performances through bringing teachers-students and students-students together to work interactively and collaboratively, which in turn promotes the reform and development of the EFL teaching and learning process. So, based on the research purposes, this study aims to answer the following questions:
1. What are the impacts of using ICT as a tool for CL to improve EFL teaching?
2. What are the impacts of using ICT as a tool for CL to improve EFL learning?
3. What are the barriers of using ICT with CL in teaching EFL?
4. How can we eliminate the barriers of using ICT with CL in teaching EFL?
The participants are the EFL University teachers of the English Language department in Kurdistan-Iraq. The reasons behind choosing the English Language Department are, it dedicates to provide well-designed program-based language learning, and the English language can be acquired naturally there since teachers provide themed activities with practicing various subject disciplines.
Klíčová slova
Key words: information and communication technology (ICT), online collaborative learning (OCL), ICT integration into CL in teaching EFL. and teaching and learning English as foreign language (EFL), EFL university teacher, ICT and CL.
Klíčová slova v angličtině
Key words: information and communication technology (ICT), online collaborative learning (OCL), ICT integration into CL in teaching EFL. and teaching and learning English as foreign language (EFL), EFL university teacher, ICT and CL.
Zásady pro vypracování
This research study will explore the use of ICT as a tool for CL aims at teaching EFL and simultaneously prove the impacts of using ICT as a tool for CL to improve EFL teaching and learning in State universities in Kurdistan. Besides, finding out the barriers of using ICT with the use of CL in teaching EFL and what strategies the university teachers implement to eliminate the barriers of using ICT with the use of CL in teaching EFL. With the wish to improve the level of EFL teaching performances, students’ language learning performances through bringing teachers-students and students-students together to work interactively and collaboratively, which in turn promotes the reform and development of the EFL teaching and learning process. So, based on the research purposes, this study aims to answer the following questions:
1. What are the impacts of using ICT as a tool for CL to improve EFL teaching?
2. What are the impacts of using ICT as a tool for CL to improve EFL learning?
3. What are the barriers of using ICT with CL in teaching EFL?
4. How can we eliminate the barriers of using ICT with CL in teaching EFL?
The participants are the EFL University teachers of the English Language department in Kurdistan-Iraq. The reasons behind choosing the English Language Department are, it dedicates to provide well-designed program-based language learning, and the English language can be acquired naturally there since teachers provide themed activities with practicing various subject disciplines.
In this study, a mixed methodology has been used by the researcher. The multilevel model of triangulation design has been practised with different methods like, first, interviews and as a qualitative method to know the EFL teachers’ viewpoints regarding the use of ICT as a tool for CL aimed at teaching EFL. Second, class observation as a quantitative method to know the level of the use of ICT in CL meets expectations. Third, the post-observation interview has been practised as a means of triangulation to look into and determine the precise causes and obstacles that prevent Kurdish EFL university lecturers from utilizing ICT as a tool for CL in their teaching classes.
Zásady pro vypracování
This research study will explore the use of ICT as a tool for CL aims at teaching EFL and simultaneously prove the impacts of using ICT as a tool for CL to improve EFL teaching and learning in State universities in Kurdistan. Besides, finding out the barriers of using ICT with the use of CL in teaching EFL and what strategies the university teachers implement to eliminate the barriers of using ICT with the use of CL in teaching EFL. With the wish to improve the level of EFL teaching performances, students’ language learning performances through bringing teachers-students and students-students together to work interactively and collaboratively, which in turn promotes the reform and development of the EFL teaching and learning process. So, based on the research purposes, this study aims to answer the following questions:
1. What are the impacts of using ICT as a tool for CL to improve EFL teaching?
2. What are the impacts of using ICT as a tool for CL to improve EFL learning?
3. What are the barriers of using ICT with CL in teaching EFL?
4. How can we eliminate the barriers of using ICT with CL in teaching EFL?
The participants are the EFL University teachers of the English Language department in Kurdistan-Iraq. The reasons behind choosing the English Language Department are, it dedicates to provide well-designed program-based language learning, and the English language can be acquired naturally there since teachers provide themed activities with practicing various subject disciplines.
In this study, a mixed methodology has been used by the researcher. The multilevel model of triangulation design has been practised with different methods like, first, interviews and as a qualitative method to know the EFL teachers’ viewpoints regarding the use of ICT as a tool for CL aimed at teaching EFL. Second, class observation as a quantitative method to know the level of the use of ICT in CL meets expectations. Third, the post-observation interview has been practised as a means of triangulation to look into and determine the precise causes and obstacles that prevent Kurdish EFL university lecturers from utilizing ICT as a tool for CL in their teaching classes.
Seznam doporučené literatury
Al-Ammary, J. H. (2013). Online collaboration learning: A way to enhance students' achievement at Kingdom of Bahrain. International Journal of Educational and Pedagogical Sciences, 7(2), 408-415.
Álvarez, G., & Bassa, L. (2013). ICTs and collaborative learning: a case study of a class blog for improving the writing skills of pre-university students. International Journal of Educational Technology in Higher Education, 10(2), 254-268.
Andrew, M. (2019). Collaborating online with four different google apps: Benefits to learning and usefulness for future work. Journal of Asia TEFL, 16(4), 1268.
Aziz, A. Dostal, J. & Wang. X. (2021). BARRIERS TO THE EFFECTIVE USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN COLLABORATIVE LEARNING CLASSROOMS: A REVIEW OF LITERATURE. Reviewed Proceedings of the Interdisciplinary Scientific International Conference for PhD students and assistants QUAERE. pp. 799- 808. ISBN 978-80-87952-34-4. DOI 10.33543/q2021.11
Chai, C. S., & Tan, S. C. (2010). Collaborative learning and ICT. ICT for self-directed and collaborative learning, 52-69.
Dahal, N., Luitel, B. C., Pant, B. P., Shrestha, I. M., & Manandhar, N. K. (2020, December). Emerging ICT tools, techniques and methodologies for online collaborative teaching and learning mathematics. In Mathematics Education Forum Chitwan (Vol. 5, No. 5, pp. 17-21).
Díaz, J. M. C. & Toledo, H. M. M., (2017). Exploring the role of technology through collaborative learning in Ecuadorian language education. INNOVA Research Journal, 2(10.1), 1-11.
Duţă, N., & Martínez-Rivera, O. (2015). Between theory and practice: the importance of ICT in Higher Education as a tool for collaborative learning. Procedia-Social and Behavioral Sciences, 180, 1466-1473.
Ezekoka, G. K. (2015). Maximizing the effects of collaborative learning through ICT. Procedia-Social and Behavioral Sciences, 176, 1005-1011.
Humes, D. (2015). Effects of Online Collaborative Learning of Student Engagement and Academic Success (Doctoral dissertation, University of Wisconsin-River Falls).
Jung, I. (2013). Improving online collaborative learning: Strategies to mitigate stress. Procedia-Social and Behavioral Sciences, 93, 322-325.
Kumi-Yeboah, A., Dogbey, J., & Yuan, G. (2017). Online collaborative learning activities: The perspectives of minority graduate students. Online Learning Journal, 21(4).
Laurillard, D. (2009). The pedagogical challenges to collaborative technologies. International Journal of Computer-supported collaborative learning, 4(1), 5-20.
Liu, R., & Shi, C. (2016, July). Investigating collaborative learning effect in blended learning environment by utilizing moodle and wechat. In International Conference on Blended Learning (pp. 3-13). Springer, Cham.
Piki, A. (2008). The visions and challenges of ICT for collaborative learning: A review of the literature. Themes in Science and Technology Education, 1(2), 113-134.
Razali, S. N., Shahbodin, F., Hussin, H., & Bakar, N. (2015). Factors affecting the effective online collaborative learning environment. In Pattern analysis, intelligent security and the internet of things (pp. 215-224). Springer International Publishing.
Valtonen, T. (2011). An insight into collaborative learning with ICT: Teachers' and students' perspectives. [Dissert
Seznam doporučené literatury
Al-Ammary, J. H. (2013). Online collaboration learning: A way to enhance students' achievement at Kingdom of Bahrain. International Journal of Educational and Pedagogical Sciences, 7(2), 408-415.
Álvarez, G., & Bassa, L. (2013). ICTs and collaborative learning: a case study of a class blog for improving the writing skills of pre-university students. International Journal of Educational Technology in Higher Education, 10(2), 254-268.
Andrew, M. (2019). Collaborating online with four different google apps: Benefits to learning and usefulness for future work. Journal of Asia TEFL, 16(4), 1268.
Aziz, A. Dostal, J. & Wang. X. (2021). BARRIERS TO THE EFFECTIVE USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN COLLABORATIVE LEARNING CLASSROOMS: A REVIEW OF LITERATURE. Reviewed Proceedings of the Interdisciplinary Scientific International Conference for PhD students and assistants QUAERE. pp. 799- 808. ISBN 978-80-87952-34-4. DOI 10.33543/q2021.11
Chai, C. S., & Tan, S. C. (2010). Collaborative learning and ICT. ICT for self-directed and collaborative learning, 52-69.
Dahal, N., Luitel, B. C., Pant, B. P., Shrestha, I. M., & Manandhar, N. K. (2020, December). Emerging ICT tools, techniques and methodologies for online collaborative teaching and learning mathematics. In Mathematics Education Forum Chitwan (Vol. 5, No. 5, pp. 17-21).
Díaz, J. M. C. & Toledo, H. M. M., (2017). Exploring the role of technology through collaborative learning in Ecuadorian language education. INNOVA Research Journal, 2(10.1), 1-11.
Duţă, N., & Martínez-Rivera, O. (2015). Between theory and practice: the importance of ICT in Higher Education as a tool for collaborative learning. Procedia-Social and Behavioral Sciences, 180, 1466-1473.
Ezekoka, G. K. (2015). Maximizing the effects of collaborative learning through ICT. Procedia-Social and Behavioral Sciences, 176, 1005-1011.
Humes, D. (2015). Effects of Online Collaborative Learning of Student Engagement and Academic Success (Doctoral dissertation, University of Wisconsin-River Falls).
Jung, I. (2013). Improving online collaborative learning: Strategies to mitigate stress. Procedia-Social and Behavioral Sciences, 93, 322-325.
Kumi-Yeboah, A., Dogbey, J., & Yuan, G. (2017). Online collaborative learning activities: The perspectives of minority graduate students. Online Learning Journal, 21(4).
Laurillard, D. (2009). The pedagogical challenges to collaborative technologies. International Journal of Computer-supported collaborative learning, 4(1), 5-20.
Liu, R., & Shi, C. (2016, July). Investigating collaborative learning effect in blended learning environment by utilizing moodle and wechat. In International Conference on Blended Learning (pp. 3-13). Springer, Cham.
Piki, A. (2008). The visions and challenges of ICT for collaborative learning: A review of the literature. Themes in Science and Technology Education, 1(2), 113-134.
Razali, S. N., Shahbodin, F., Hussin, H., & Bakar, N. (2015). Factors affecting the effective online collaborative learning environment. In Pattern analysis, intelligent security and the internet of things (pp. 215-224). Springer International Publishing.
Valtonen, T. (2011). An insight into collaborative learning with ICT: Teachers' and students' perspectives. [Dissert