![]() ![]() ![]() Moreover, 20 participants were interviewed for their perceptions regarding the causes for their success and failure and the influence of Google Docs on their writing performance. At the end of the treatment phase, the participants received another sample of IELTs writing test (posttest). During the treatment, the students were taught how to write a formal five-paragraph essay in the class, but they were supposed to practice writing process and give feedback to their peers’ essays through Google Docs. In this regard, 48 EFL students were chosen based on their IELTs writing test scores. It also examined students’ perceptions towards the effects of Google Docs and their perceived causes of success or failure in writing performance. This study investigated the effect of writing process in Google Docs environment on Iranian EFL learners’ writing performance. The findings also indicated that the model of the three variables (attitudes, perceptions, and expectations toward SNS) predicting the variable (experience in SNS) was statistically significant: The significant predictor was expectations. However, experience did not significantly correlate with perceptions. Data analysis also showed that the correlations between attitudes and perceptions, attitudes and expectations, and perceptions and expectations were statistically significant. In addition, the correlations between experience and attitudes, and experience and expectations were statistically significant. The findings also indicated that participants had overall positive attitudes, perceptions, and expectations toward SNS. The study’s results revealed that the participants had an average SNS experience. A survey of 103 participants from different higher education institutions in Saudi Arabia was conducted. This study investigated the relationship between EFL students’ experience, attitudes, perceptions, and expectations toward the effectiveness of Social Network Sites (SNS), namely, Facebook, Twitter, YouTube, Instagram, Flickr, Classmates, Academica, MySpace, English baby, and Google+, in English language learning. The study provides both curriculum developers and language instructors with insights into the adoption of Moxtra in an EFL context. Similarly, teachers must also be encouraged to utilize Moxtra’s many features with their students in order to benefit from all of its affordances. With that said, the results also indicate that for Moxtra to reach its full potential, students need to be inculcated, nurtured and encouraged to engage fully with the application. Findings showed positive indicators regarding the potential for Moxtra in a language learning context not only as a tool to support blended learning, but also as a tool to support teachers in a collaborative working environment. Both students and teachers were given an iPad Self-efficacy survey along with a Moxtra Perceptions and Attitudes questionnaire with student survey results being followed by a principal components analysis. Participants were 242 first-year students studying General English and 8 teachers at the Bunkyo English Communication Centre (BECC) at Hiroshima Bunkyo Women’s University in Japan. In this exploratory study, the author will examine both students’ and teachers’ perceptions of Moxtra, a cross-platform cloud collaboration service, as a blended learning tool in a language course. ![]()
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