The Effect of a Collaborative Learning Program Based on the Connectivism Theory on Developing EFL Prep Stage Students' Critical Literacy

Autor/in	Hussein, Sanaa Radi Mahmoud
Titel	The Effect of a Collaborative Learning Program Based on the Connectivism Theory on Developing EFL Prep Stage Students' Critical Literacy
Quelle	(2021), (253 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit Ph.D. Dissertation, Ain Shams University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Cooperative Learning; Foreign Countries; Second Language Learning; Second Language Instruction; Critical Literacy; Program Effectiveness; English (Second Language); Pretests Posttests; International Schools; Computer Software; Measures (Individuals); Electronic Learning; Learning Theories; Language Proficiency; Political Influences; Cultural Influences; Information Literacy; Secondary School Students; Advanced Placement Programs; Scores; Teaching Methods; Egypt (Cairo) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Kooperatives Lernen; Ausland; Zweitsprachenerwerb; Fremdsprachenunterricht; Kritisches Lesen; English as second language; English; Second Language; Englisch als Zweitsprache; International school; Internationale Schule; Messdaten; Learning theory; Lerntheorie; Language skill; Language skills; Sprachkompetenz; Political influence; Politischer Einfluss; Cultural influence; Kultureinfluss; Informationskompetenz; Sekundarschüler; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The study aimed to examine the effect of using a program based on the Connectivism theory on developing EFL prep stage students' critical literacy. A one- group pre-post test design along with a mixed research approach incorporating both quantitative and qualitative assessments were utilized in the study. A group of twenty-five second prep stage students (n= 25) in the Egyptian international school in El Maadi, Cairo was included in the study. They received a six-week critical literacy training, for about 48 hours, using Edmodo and Google Meet. The researcher designed the study program and the instruments for measuring the students' critical literacy. An online pre / post critical literacy test was administered. Then, the students' scores on the test were statistically analyzed both quantitatively and qualitatively. Results showed the positive effect of using collaborative e-learning for developing prep stage students' critical literacy. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01