| عنوان : |
Developing the Writing Skill through the Integration of Web 2.0 Technology into Classroom Learning: The Case of Second Year Students of English at Farhat Abbes University |
| نوع الوثيقة : |
نص مطبوع |
| مؤلفين : |
Kichou Hanane, مؤلف ; Dr. Zahia MEBARKI, Directeur de thèse |
| ناشر : |
سطيف [الجزائر] : جامعة الدكتور محمد لمين دباغين |
| تاريخ النشر : |
2018 |
| عدد الصفحات : |
311p |
| Ill. : |
couv en coul |
| الماديات المرافقة : |
cd |
| الكلمة المفتاح : |
Département de langue et littérature anglaise Department of English Language and Literature قسم اللغة والأدب الانجليزي |
| خلاصة : |
Although web 2.0 applications are growing more and more popular among this generation's learners, and are the kernel of research throughout the world, they are still considered an unexplored area of research in Algeria, and evidence of its effectiveness educationally is hitherto indefinite. Consequently, the main aim of this thesis is to investigate the effectiveness of integrating Web 2.0 technology into classroom learning to develop students' writing skill, as well as students' perceptions of applying these tools. In this study, therefore, it is hypothesized that students' writing skill in form and content may be enhanced by the involvement of web 2.0 technology. For this end, the quasi-experimental design was the most congruent design to be followed as two intact second year groups were assigned to participate in the study, and were not randomly selected. The experimental group (N=30) underwent a treatment of studying in class and writing using web 2.0 tools while the control group (N=35) received writing in class solely, and both groups were assigned to write paragraphs. The Mixed method approach was utilized to collect data, including a questionnaire, students' pretest and posttest paragraph scores, students' online paragraphs as corpus, and an interview. The results revealed that there was a statistically significant difference between students in the experimental group and students in the control group paragraph writing skills. Also, a statistically significant difference was found in paragraph writing within the experimental group before and after the involvement in web 2.0 writing. Beside, participants' perceptions were positive towards the use of web 2.0 to develop their writing skill. The outcomes of the study will be particularly helpful to teachers to enhance the use of web 2.0 technologies in their teaching and learning practices, to students to meet their learning needs and preferences as digital savvy learners, and to curriculum designers to consider technology integration into the curriculum |
| في الخط : |
http://dspace.univ-setif2.dz/xmlui/handle/123456789/993 |
Developing the Writing Skill through the Integration of Web 2.0 Technology into Classroom Learning: The Case of Second Year Students of English at Farhat Abbes University [نص مطبوع ] / Kichou Hanane, مؤلف ; Dr. Zahia MEBARKI, Directeur de thèse . - سطيف [الجزائر] : جامعة الدكتور محمد لمين دباغين, 2018 . - 311p : couv en coul + cd.
| الكلمة المفتاح : |
Département de langue et littérature anglaise Department of English Language and Literature قسم اللغة والأدب الانجليزي |
| خلاصة : |
Although web 2.0 applications are growing more and more popular among this generation's learners, and are the kernel of research throughout the world, they are still considered an unexplored area of research in Algeria, and evidence of its effectiveness educationally is hitherto indefinite. Consequently, the main aim of this thesis is to investigate the effectiveness of integrating Web 2.0 technology into classroom learning to develop students' writing skill, as well as students' perceptions of applying these tools. In this study, therefore, it is hypothesized that students' writing skill in form and content may be enhanced by the involvement of web 2.0 technology. For this end, the quasi-experimental design was the most congruent design to be followed as two intact second year groups were assigned to participate in the study, and were not randomly selected. The experimental group (N=30) underwent a treatment of studying in class and writing using web 2.0 tools while the control group (N=35) received writing in class solely, and both groups were assigned to write paragraphs. The Mixed method approach was utilized to collect data, including a questionnaire, students' pretest and posttest paragraph scores, students' online paragraphs as corpus, and an interview. The results revealed that there was a statistically significant difference between students in the experimental group and students in the control group paragraph writing skills. Also, a statistically significant difference was found in paragraph writing within the experimental group before and after the involvement in web 2.0 writing. Beside, participants' perceptions were positive towards the use of web 2.0 to develop their writing skill. The outcomes of the study will be particularly helpful to teachers to enhance the use of web 2.0 technologies in their teaching and learning practices, to students to meet their learning needs and preferences as digital savvy learners, and to curriculum designers to consider technology integration into the curriculum |
| في الخط : |
http://dspace.univ-setif2.dz/xmlui/handle/123456789/993 |
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Affiner la rechercheDeveloping the Writing Skill through the Integration of Web 2.0 Technology into Classroom Learning: The Case of Second Year Students of English at Farhat Abbes University / Kichou Hanane
